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Minimum  essentials    in  an  adequate    physical 
education  program  for  high  schools 


By 
"Francis   Ferdinand  Smith 
A.    B.    (Brigham  Young   University)    1919 


THl^SIS 

Submitted  in  partial  satisfaction  of  the  requirements 

for  the  degree  of 
MASTER  OV   APTS 
in 


ATDcroved 


Education 
in   the 
GRADUATE  DIVISTOIT 
of   the 
milVER'^TTY  OF   CALIFORFIA 


r-fistructor   in  Charge 


Deposited   in  the   University  Library      l'7\cLi  ■ .  WJl^i 

Date  Librarian 


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O^T?TT-'n!; 

I.  The  Problsm 

A.  Analysis 

1.  StateiEent 

2.  Limitation 

B.  Definition  of  terms 

1.  "High  Schools" 

2.  "Physical  "Education" 

3.  An  Adequate  Program 

4.  Minimum  Essentials 

II.  Setting  up  the  Objectives 

A.   Ohjectives  of  secondary  education 

1.  Report  of  the  National  Committee  on  Secondary 
Education 

2.  Report  of  the  N.  E.  A.  Committee  on  Physical 
Education 

3.  Mimimum  Essentials 

1.   Eixing  the  responsibility  of  physical  edu- 
cation for  its  part  in  the  secondary  educa- 
tion program;  i.  e.,  setting  up  specifically 
the  complete  objectives  of  physical  educa- 
tion. 


8 


III.  Realization  of  the  objectives 
A.   The  program 
1.  Content 

a.  Medical  inspection 

i.   History  of  medical  inspection 
ii.  Present  status 
iii.  Guiding  principles 
iv.  High  school  plant 

V.   Inspection  of  teachers  and  janitors 
vi.  Healthful  home  environment 
vii.  Inspection  of  the  pupil 
viii.  Making  out  the  pupil's  regular  pro- 
gram 
ix.   Period  examinations 

X.   Daily  inspection  by  class-room  teacher 
xi.  Wetting  objections  to  this  program 

b.  Physical  activity--exerci8e 

i.  Definition  of  the  term  physical  ac- 
tivity 
ii.  Minimum  essentials  in  space  and  equip- 
ment 
iii.  Athletics  vs.  physical  activity  for 
all 


iv.  EsssntialX  features  of  the  program 

(a)  A  two-minute  between- class  relief 
period 

(b)  Sixty  minutes  a  week  for  corrective 
work 

(c)  Special  classes  for  defedtives 

(d)  Play  periods 

(e)  After-school  activities 

(f )  Cooperation  with  outside  agencies 

c.  Hygiene  and  Sanitation 
i.   Personal 

ii.  School 
iii.  Home 
iv.  Community 

d.  Civic  and  Social  Training 

i.   Responsibility  of  physical  education 

in  this  respect 
ii.  Character  traits  to  be  developed 
iii.  Measuring  progress 
2.   Administration 

a.  What  the  administration  of  this  program 
means 


b.  Minimuiri  requirsirenta 

i.   A  new  type  of  head  of  departmsnt 
ii.  Type  of  teacher  required 
iii.  School  physician 
iv.  Nurses 

c.  Carrying  out  the  program 

i.   Daily  inspection  for  contagious  dis- 
eases 

ii.  Exam i nation, "by  nurse,  of  segregated 
cases 

iii.  Yearly  examination  by  school  physician 

iv.  Regular  physical  examination  by  physi- 
cal education  staff 

V.   Securing  cooperation  of  class-room 
teachers 

vi.  Assignment  to  classes  on  basis  of  diag- 
nosis 

vii.  Faculty  control  of  sports 

viii.  Cooperation  with  home  and  community 
3.   Costs 

a.  Minimum  requirements 

b.  Detailed  analysis 


i.   Head  of  department 
ii.  Regular  teachers 
iii.  School  physicians 
iv.  School  nurses 
V.  Physical  education  plant 
c.   Argurrent  for  these  costs 


IV.  Summary 

V.  Bibliography 


m 


6 


As  indicated  by  the  titls,  the  development  of  this 
thesis  must  necessarily  he  comprehensive  rather  than  in- 
tensive.  Since  it  is  to  cover  the  whole  field  of  physi- 
cal education  for  high  schools,  no  one  problem  can  :be  deaLt 
with  in  minute  detail — the  purpose  of  the  paper  is  rath&r 
to  bring  together  the  broad  general  principles  which  should 
form  the  basis  of  a  good  physical  education  program  for 
high  schools.  Enough  of  detail,  however,  will  be  used  to 
make  the  various  phases  of  the  problem  clear,  specific,  and 
practical.  Whenever  it  is  impossible,  because  of  the  scope 
of  the  problem,  to  use  that  amount   of  detail  which  would 
most  completely  develop  axi   essential  point,  definite  refer- 
ence/ will  be  made  to  articles  or  books  in  which  that  point 
has  been  covered  fully.   Thus  it  is  hoped  to  make  a  unified 
and  condensed  report  of  what  might  otherwise  seem  to  be  too 
general  a  problem  for  a  thesis. 

Nor  will  the  author  indulge  in  much  theorizing;  indivi- 
dual problems  considered  in  the  thesis  have  been  developed 
by  individual  educators  or  by  city,  state,  or  national  sys- 
tems of  physical  education,  both  by  careful  investigation 
and  by  practice.   But  while  some  city,  district,  state,  or 
national  systems  are  strong  on  one  point,  some  on  another. 


no  one  system  seems  to  have  been  able  to  combine  in  one 
place  all  the  requisites  of  a  first-class  program  of  phy- 
sical education — a  program  that  will  care  for,  in  so  far 
as  it  is  reasonable  and  practicable,  the  complete  physical- 
needs  of  the  high  school  pupil.   This  was  recognized  by 
the  Commission  on  the  Reorganization  of  Secondary  Education, 
The  report  says : 

"...  thus  far  no  city  is  known  to  the  committee  to 
have  a  good  working  coordination  of  the  various  problems 
relating  to  the  health  of  the  pupils.  Various  cities  have 
specialized  on  different  phases.   Sone  cities  have  an  ad- 
ministrative plan  which  will  enable  them  to  v/ork  out  the 
medical,  hygienic,  and  physical  activity  aspects  of  the 
problem,  but  apparently  have  no  regular  examinations  for 
determining  the  health  of  the  central  nervous  system,  nor 
for  finding  the  type  of  ability  of  the  pupil.  Many  cities 
do  not  seem  to  know  exactly  what  they  should  seek  to  se- 
cure through  a  medical  or  physical  examination,  and  do  not 
use  the  results  obtained  by  either."   1 

It  will  be  seen,  then,  that  the  purpose  of  this  thesis 

1  Physical  Mucation  in  Secondary  Schools,  Bui.,  1917, 
No.  50 


8 


is  to  collect  into  one  paper,  from  every  possible  source, 
the  "best  that  has  "been  developed  in  physical  educational 
theory  and  practice,  and  with  this  material  to  set  up  a 
high  school  program  that  will  take  the  responsibilitj''  for 
supervising,  more  or  less  closeljs  the  entire  physical 
needs  of  the  high  school  pupil,  at  the  same  time  keeping 
in  mind  the  social  and  civic  needs  of  the  embryonic  citi- 
zen.  Bi'oadly  speaking,  this  is  the  problem  of  setting  up 
the  minimina  essentials  of  an  adeqioate  physical  education 
program  for  high  schools. 

An  analysis  of  the  terms  used  will  help  to  a  clearer 
understanding  of  all  that  is  involved  in  the  problem.  Sy 
The  term  "high  schools"  will  have  to  be  somewhat  broadly 
interpreted.   The  old  eight-four  plan  has  not  yet  been  re- 
placed by  the  six-tl-iree-three  plan--from  thasstandpoint  it 
would  probably  be  better  to  think  of  the  high  school  age 
as  being  from  twelve  to  eighteen  years.   Again,  large  city 
high  schools  and  rural  high  schools  roust  be  taken  into  con- 
sideration.  But  from  whatever  angle  considered,  the  guid- 
ing principles  are  the  same;  najiiely,  tliat  the  program  must 
be  made  to  fit  the  needs,  capacities,  and  interests  of  the 
high  school  pupil,  and  that  we  car.  only  claim  to  have  ful- 


9 


filled  the  requireinenta  of  the  minimum  essentials,  whether 
in  Junior  or  senior  high  school,  in  city  or  in  rural  sec- 
tion, when  we  have  done  everything  which  good  "business  sense 
and  sound  educational  theory  and  practice  will  sanction  to 
"bring  to  fullest  development  all  those  latent  powers,  phy- 
sical or  otherwise,  which  it  is  possi"ble  for  a  physical  edu- 
cation program  to  develop.   The  emphasis  will  thus  he  upon 
the  guiding  principles  of  any  physical  education  for  high 
schools  rather  than  upon  fixing  a  program  for  some  particu- 
lar high  school  or  type  of  high  school.   Some  attention, 
however,  will  be  paid  to  types  when  the  section  or.  adminis- 
tration is  reached. 

The  term  "physical  education"  is  variously  interpreted. 
In  some  schools  it  means  military  drill,  setting-up  exer- 
cises, Swddish  gymnastics.  German  gymnastics,  German-Amer- 
ican gymnastics,  playground  activity,  indoor  and  outdoor 
athletics,  or  supervision  of  out-of-school  health  activi- 
ties; in  other  schools  it  means  a  combination  cf  several  or 
all  of  these,  with  perhaps  the  addition  of  instruction  in 
hygiene,  medical  inspection,  or  cooperation  with  a  planned 
couree  of  study  for  citizenship  training.   In  this  thesis 
all  of  these  will  be  included  in  the  term,  as  different 
phases  of  physical  education.   They  will  be  considered  as 


10 


tools  which  may  or  may  not  be  used  according  to  the  needs, 
capacities,  and  interests  of  the  high  school  pupil.   Just  as 
in  a  doctor's  kit  are  to  foiind  various  instriments,  each  hav 
ing  its  use  and  brought  out  as  needed,  so  in  the  physical 
isducation  program  are  these  different  instruments,  each  with 
a  piirpose  of  its  own,  but  all  having  the  common  function  of 
developing  clean,  strong,  healthy  citizens,  good  citizens 
right  now  in  the  high  school  and  good  citizens  for  the  fut- 
ure.  It  must  be  emphasized,  then,  that  no  one  phase  of  phy- 
sical education,  considered  in  this  broad  sense,  is  suffi- 
cient, nor  must  all  phases  be  given  like  significance.   Any 
one  or  all  are  to  be  used  when  needed,  but  one  may  be  brotiglt 
into  use  more  than  another.  We  must  understand  just  what  is 
the  specific  function  of  each  so  that  it  may  be  used  intelli- 
gently.. 

By  "minimum  essentials"  is  meant  those  phases  of  physi- 
cal education  without  which  it  is  felt  that  the  best  inter- 
ests of  the  high  school  pupil  would  not  be  fully  served. 

Some  phases  might  be  left  out are  being  left  out — but  with 

out  them  it  is  not  possible  to  get  the  maximum  values  out  of 
a  physical  education  program.   It  would  be  possible  to  grow 


It 


a  faiftly  good  crop  of  wheat  without  using  fertilizer,  "but 
the  size  and  quality  of  the  crop  could  be  considerahly  in- 
creased hy  the  intelligent  amplication  of  fertilizer.   It 
is  not  necessary  to  talk  of  the  necessity  of  air,  water, 
climate,  soil,  etc. --without  these  it  would  be  impossible 
to  raise  a  cror  at  all.   These  Kust  be  sui.plied,  of  course, 
but  what  is  wanted  is  to  bring;  into  the  raising  of  the  crop, 
in  addition  to  the  natural  factors,  every  other  possible 
factor  for  increasing  the  size  and  qualitv  of  the  crop,  at 
a  profit.  Food,  air,  sunshine,  clothing,  exercise,  all  are 
necessary  for  raising  a  citizen  crop,  but  it  is  possible,  by 
lEproving  the  quality  and  intelligently  adniinistering  the 
right  quantities,  to  turn  out  a  type  of  citizenship  far  sup- 
erior to  that  turned  out  by  unregulated  natural  conditions. 
When  we  have  brought  every  possible  factor  into  the  raising 
of  the  best  pessible  crop  of  high  school  citizens  at  a  pro- 
fit, then  shall  we  have  found  the  minimum  essentials.   Then, 
too,  will  our  progr^jm  be  adequate.   It  cannot  be  considered 
adequate  if  we  increase  only  the  aimount  of  exercise  any 
more   than  a  mere  increase  in  the  smiount  of  water  can  be  con- 
sidered sufficient  to  insure  the  inaximuru  wheat  crop.   Every 
possible  factor  that  can  profitably  be  used  mast  be  studied 


12 


intelligently  and  made  to  yield  its  maximum  contrilDution 
toward  developing  the  maximun:  result  in  citizenship  if  the 
program  is  to  he  considered  adequate. 

What,  then,  are  the  guiding  principles  of  physical  ed- 
ucation? They  must  be  determined  by  the  principles  of  se- 
condary education  in  general  and  by  the  particular  contri- 
bution which  physical  education  qS  a  cooperative  agency  can 
make  toward  a  realization  of  these  general  principles.   The 
main  objectives  of  secondary  education,  as  given  by  the  nat- 
ional committee  on  secondary  education,  are  training  for;   1 

1. 

1 .  Health 

2.  Command  of  fundamental  processes — reading,  writing, 
arithmetical  computations,  oral  and  written  expres- 
sion. 

3.  Worthy  home  membership 

4.  A  vocation 

5.  Citizenship--activity  in  civic  groups 

6.  Worthy  use  of  leisure  tire 

7.  Ethical  character 

These  objectives  are  analyzed  in  the  pampMet  from  which 
they  are  t-^.ken;  it  is  not  the  pxirpose  of  this  paper  to  anal- 

1  Cardinal  Principles  of  Secondary  "Sducation,  Bui.  ^318, 
No.  35 


13 


yze  theiTi.   It  is  our  purpo<^e,  tnoiigh,  to  discover  for  which 
of  these  otjectives  physical  education  can  be  held  primarily 
responsible  and  to  which  it  may  contribute  as  a  cooperating 
agency  in  secondary  education.   There  C'an  be  little  doubt 
that  the  preservation  and  developrrent  of  hbalth  is  physical 
education's  firtt  task.   As  a  cooperative  agency,  it  may  be 
expected  to  contribute,  either  directly  or  indirectly,  to 
the  development  of  worthy  home  membership,  to  citieenship 
training,  to  training  in  worthy  use  of  leisure  time,  and  to 
the  development  of  ethic- 1  character.   It  is  not  assu-ied,  by 
any  means,  that  merely  exposing  the  student  to  physical  edu- 
cation will  automatically  develop  or  aid  in  the  development 
of  these  objectives.   Whether  or  not  physical  education  can 
make  these  contributions  will  depend  upon  how  clearly  the 
leaders  in  the  field  see  its  responsibility  as  an  effective 
cooperative  agency  and  how  wisely  they  plan  to  make  it  ren- 
der a  maximim  contribution.   In  general,  the  minimum  contri- 
butions which  rhysical  education  ought  to  n^ake  to  these  five 
main  objectives  are; 

I.   Health- -physical  education's  first  tas>. 

A.   Through  a  carefully-planned  syster^  of  medical 
insrection  ard  health  supervision. 


14 


"B.   Through  an  intelligent  use  of  types  of  physical 
activity  which  will  meet  the  needs,  fit  the  capet- 
cities,  and  stimulate  the  interest  of  all. 

C.  Through  instruction  in  practical  hygiene- -per- 
sonal, home,  and  community 

D.  Through  cooperation  with  other  school  department 
and  with  hce  and  community  agencies. 

E.  Through  a  system  of  follow-up  which  will  aid  the 
conversion  of  health  ideas,  an"!,  ideals  into  habi 
its. 

II.  Worthy  home  membership 

A.  Through  a  gradual  development  or  the  spirit  of 
joyo'-B,  healthful  play  in  the  younger  members  of 
family,  thK  in  the  hope  that  this  spirit  will 
soon  permeate  the  whole  family  group.  We  need 
more  of  the  type  of  family  play  found  in  England. 

B.  By  instilling  health  ideals  and  habits  in  the 
fsunily  group. 

C.  Through  improving  the  health  conditions  of  the 
home  and  thus  lessening  the  pain,  squalor,  pov- 
erty, and  attendant  undesirable  emotional  states 
brought  about  by  disease  and  death. 


15 


D.   Through  an  increase  in  the  confidence  and  optim- 
ism which  the  success  resulting  from  vibrant, 
buoyant  health  ought  to  bring  to  the  family 
group,  individually  and  collectively. 

III.  Citizenship 

A.  By  learning  the  value  or  group  cooperarion,  team 
play,  etc. 

B.  By  acquiring  ideals  of  fair  play,  good  sports- 
manship, courtesy,  honesty,  obedience  to  proper- 
ly-constituted authority,  cleanness  of  speech 
and  action,  and  sel-^-restraint. 

C.  By  developing  habits  of  cleanlines'=  in  every  res- 
pect, loyalty  to  institutions,  leaders,  and  as- 
sociates, self-control,  tolerance,  adaptability, 
initiative,  leadership,  alertness,  intense  ap- 
plication, self-sacrifice,  respect  for  the  rights 
of  others,  etc. 

IV.  Worthy  use  of  leisure  time 

A.   By  discovering  and  participating  in  sports, 

throurhout  life,  which  will  not  only  furnish  relax 
ation,  diversion,  and  amusement,  but  will  replen- 
ish anl  aid  to  the  stock  of  surplus  energy  which 
is  so  vital  to  success  in  every  field  of  human  en- 
deavor. 


16 


B.   By  creating  joyful  physical  activities,  friend- 
ships, ana  associations  which  will  add  much  to 
the  sum  total  of  joy  to  be  gained  from  healthful, 
worthy  leisure-time  activity. 
V.   Ethical  character 

A.   Character  qualities  have  already  "been  indicated 
under  II  above,  citizenship.   In  fact,  ail  these 
values  of  worthy  home  membership,  worthy  use  of 
leisure  time,  and  worthy  home  membership,  might 
well  be  classed  under  tne  general  head  of  citi- 
zenship and  will  be  so  handled  when  these  values 
are  taken  up  later. 
Hiaving  discussed,  in  general,  the  guiding  principles  for 
establishing  a  program  and  having  fixed  the  contributions 
which  physical  education  mu?^t  make  to  the  secondary  educa- 
tion program,  the  next  task  is  to  outline  andto  discuss  in 
detail  the  siinimum  essentials.   The  program  will  be  discus- 
sed under  the  general  heads  of  content,  administration,  and 
costed.   Under  th-^  head  of  content  will  be  the  sub-topics 
of  medical  inspection,  types  of  physical  activity,  hygiene 
irstruction,  and  citizenship  values.   'L'he  heading  adminis- 
tration will  carry  with  it  the  sub-titles  of  the  school 
plant — briefly,  the  whole  plant  as  it  affects  the  pupil's 


I 


17 


health,  and  more  specifically  the  physic^il  education  plant, 
peiBBonnel  of  the  teaching  staff,  and  cooperation  with  school 
and  outside  agencies.   Under  costs,  an  effort  will  be  made 
to  fix  the  reasonahle  rainimim  costs  of  carrying  out  th^  var- 
ious phases  of  the  program. 

This  program  follows  very  closely,  m  rrinciple,  that 
outlined  by  tne  N.  K.  A.  Connnission  on  Heoxganization  in  its 
report  on  Physical  Education  in  Secondary  Schools.  1  Brief- 
ly, the  important  major  principles  are: 

I.  A  careful  health  examination  which  should  include 

A.  Medical  inspection 

B.  Mental  examination 

C.  Physical  examination 

II.  A  healthful  environment  in  hoire  and  school 

III.  Instruction  in  he-^lth  problems 

IV.  Physical  activities 

A.  Equipirent 

B.  Tire  allotment 

C.  Kind  of  exercise 

1.  Physiological  type 

2.  Character-building  activities 

1  Physical  Educatior  in  Secondary  Schools,  Bui.  1917, 
No.  50 


18 


Medical  Inspection 

In  establishing  medical  inspection  as  a  minimum  e^sen- 
t'al  in  a  high  school  program,  it  may  be  well  to  know  how 
far  it  has  been  and  is  now  considered  an  essential  to  the 
success  of  any  school  program.   '?hlle  it  is  a  comparatively 
new  movement,  it  has  been  established  long  enough  and  wide- 
ly enough  to  siiow  its  worth  to  any  school  system.   "Following 
is  a  brief  summary  of  its  introluction  into  foreign  coun- 
tries:      1 
Bate Foreign  Countries American  States  Am.  Citias 

1871 Russia 

1873 Austria 

1374 Belgium 

1879 France 

18?  5 Norway 

1PQ9 Germany 

1894 Boston 

1895 -  —  Chicago 

1896 Denmark 

1897 New  Yoik 

1   Medical  Inspection  or  Schools,  Gulick  and  Ayers 


19 


1898 Japan Philadelphia 

1899 Connecticut 

1903 New  Jersey 

1906 Australia --Massachusetts 

1907 Great  Britain 

This  is  only  a  partial  list;  the  growth  and  present  stat 
us  of  m-^dical  inspection  in  America  is  shown  by  the  follow- 
ing quotation:    1 

"Medical  inspec'ion  is  provided  for  by  law  "in  something 
less  "than  hal-**  of  the  American  states.   Regularly  organized 
systems  of  medical  inspection  are  in  force  ^n  something  less 
than  half  of  the  American  cities,  while  a  beginning  has  been 
made  in  nearly  three-fourths  of  them.   About  fotir-fifths  of 
44  cities  having  systems  of  medical  inspection  employ  school 
physicians,  almost  a  quarter  of  them  employ  school  nurses, 
and  about  one  city  in  seven  school  dentists  are  employed." 

The  first  principle  upon  which  medical  inspection  is 
named  as  a  minimum  essential  is  that  in  the  p-ODcess  of  edu- 
cating the  child  we  must  nake  sur-^  that  our  program  does  not 
actually  do  him  harm  by  aggravating  physical  defects  or  by 
actually  creating  such  defects  thro-.gh  harmful  school  equip- 
ment or  through  allowing  him  to  get  into  unhealthful  habits. 
The  second  principle  is  that  before  we  outline  for  the  high 

1  Medical  Inspection  of  Schools,  Guliok  and  Ayers 


20 


school  pupil  a  program  of  school  activity  and  aasiirae  to  ad- 
vise him  relative  to  his  health  needs,  we  should  know  him 
as  thoroughly  as  possible.   We  should  know  whether  he  is 
normal  enough  to  fallow  a  regular  program,  or  "because  of 
physical  or  other  defects,  he  will  need  to  he  treated  as 
a  special  case.   From  whatever  angle  we  consider  it,  our 
task  as  teachers  is  to  increase  in  every  possible  way  the 
efficiency  of  the  growing  citizen.   We  must,  then,  not  only 
reduce  harmful  influences  to  a  minimum,  but  must,  on  the 
positive  sile,  make  every  reasonable  provision  *"or  making 
the  pupil's  envirorerent  conducive  to  health  so  that  he  may 
leave  the  high  scl ool  as  physically  and  mentally  efficient 
as  it  is  pc^sible  for  the  high  school  to  makehim*   What 
can  be  considered  minimimi  in  accomplishing  these  two  main 
results? 

The  first  requisite  of  a  good  henlth  program  for  high 
schools  is  the  construction  of  a  high  school  plant  which 
will  be  conducive  to  the  health  of  the  high  school  pupils. 
Ma^-y  of  our  present  buildings,  with  their  inadequate  light- 
ing, poor  ventilation  and  heatint",  illy-adjusted  sea*s,  in- 
sufficient drinking  and  toilet  facilities,  and  antiqiiated 
janitoril  service,  not  only  fail  to  keep  the  health  of  the 


21 


pupil  at  par,  but  actually  irrpair  his  health.   School  buil- 
'lings  stiould  be  co-'s  true  ted  by  school  architects  who  under- 
stand the  probleins  peculiar  to  school  building  construction. 
Studies  like  those  b'  Strayer  and  Bnglehardt  have  estab- 
lished definite  norms  by  which  to  judge  the  efficiency  of  a 
school  plant;  we  ought  to  insist  that  buildings  be  construe*- 
ed  along  the  lines  sup-gested  by  these  standards.   In  outline 
these  are  the  main  features  of  a  school  plant  constructed  aci 
along  the  lines  conducive  to  health: 

i.   Regular  class  roocis,  laboratories,  shops,  etc 

should  be  supplied  with  30  cubic  feet  of  fresh  air, 
per  pupil,  per  minute. 
9,      The  temperature  of  the  class-roora  should  be  main- 
tained at  from  65  to  70  degrees. 

3.  An  air  hiiraidity  of  50^  is  desirable 

4.  Window  space  shouii  closely  approxitrate  20<  of  the 
floor  area. 

5.  The  color  scheme  of  the  walls  and  ceiling  should  be 
such  that  eye-strain  is  reduced  to  a  minimum. 

6.  Desks  should  be  arranged  to  minimise  eye-strain  and 
bad  posture.   Adjustable  desks  or  movable  chairs 
are  desirable. 


22 


7.  School  room  air  should  be  kept  as  free  from  dust  as 
possible. 

8.  Toilets,  drinking  and  washing  facilities  should  be 
easily  accessible  and  be  kept  in  sanitary  condition. 
Drinking  water  should  not  be  in  toilets. 

9.  Playground,  athletic  fields,  and  gymnasium  should  be 
adequate  enough  to  meet  the  needs  of  all  pupils  of 
the  high  school. 

10.  Provision  should  be  made  for  periodic  inspection  by 
qioalified  authorities  of  all  school  premises  to  in- 
sure their  being  kept  in  sanitary  condition. 

Again,  in  the  effort  to  make  the  pupil's  environment  as 
healthful  as  possible,  teachers  and  janitors  should  be  re- 
quired to  show  a  clean  bill  of  health  and  to  give  evidence 
of  hating  an  understanding  of  and  sympathy  with  health  mea- 
sures for  the  benefit  of  the  school  child.   No  teacher  shouH 
be  hired  who  does  not  first  present  to  the  medical  inspector 
a  health  certificate  from  a  reputaWbe  physician.   This  phy- 
sician Eight  be  the  health  inspector  himself.   Janitors,  toQ 
should  give  a  health  certificate  showirg  themselves  to  be 
free  fron  infectious  diseases,  and  measures  should  be  taken 
to  make  sure  that  they  understand  and  will  do  their  ^art  to 
carry  out  the  school  health  program. 


23 


Along  with  a  health- promo ting  school  plant  should  go  a 
healthful  home  environment.   The  physical  education  depart- 
ment should,  not  hy   officious  interference  with  the  prerog- 
atives of  the  home,  but  by  genial  and  mutually-helpfui  co- 
operation with  the  home,  try  to  get  Jttas  for  the  high  school 
pupil  as  healthful  a  hotae  environment  as  the  circianstances, 
financial  and  otherwise,  of  the  parents  will  permit.   Good 
ventilation  and  heating,  lighting  and  color-schemes,  etc. 
are  as  important,  if  not  more  so,  in  the  home  as  in  the 
school-room.   Besides  ttiat,  the  home  has  much  to  do  with  the 
development  of  emotional  habits,  vital  health  habits  such  as 
cleanliness,  and  v;ith  feeding  and  clothing  the  pupil.   The 
home  should  expect  to  receive  as  much  help  as  possible  from 
the  experts  hired  with  public  funds.   Both  teachers  and  par- 
ents should  realize  fully  that  they  are  primarily  interested 
in  the  same  problem,  that  of  raising  the  high  school  pupil 
from  adolescence  to  full  maturity.   The  physical  director, 
through  participation  in  rarents-teachers  associations,  mo- 
thers* clubs,  etc.,  and  through  personal  visits,  should  es- 
tablish the  most  cordial  relations  with  the  homes  of  the  pu- 
pils in  order  that  the  common  health  problems  of  the  home 
and  the  school  may  be  best  worked  out. 

And  finally,  in  order  that  the  most  may  be  made  out  of 


24 


the  child's  native  equipment,  a  careful  study  should  be 
made  of  his  native  equipment  in  order  that  everything  that 
is  done  for  him  is  dona  intelligently.   This  means,  for  the 
high  school  pupil,  as  far  as  the  physical  education  depart- 
ment is  concerned,  a  thorough  physical  examination  of  all 
pupils  entering  school  for  the  first  time.   Pupils  just 
entering  high  school  or  pupils  entering  from  some  other 
school  should  bring  wi-^h  them  a  health  certificate  from  the 
school,  grammar  or  high,  previously  attended,  but  this 
should  not  be  a  substitute  for  the  examination  given  to  each 
student  as  he  enters  for  the  first  time.   It  would  merely 
act  as  a  temporary  substitute,  until  the  pupil  could  be  giv- 
en the  regular  examination.   Not  all  pupils  need  be  examined 
by  the  school  physician,  however.   Some  parents  may  prefer 
to  have  their  child-^en  examined  by  the  family  physician;  us- 
Xially  there  should  be  no  objection  *kH  to  this  prpcedure. 
In  the  New  York  City  system,  parents  are  given  a  written  no- 
tice that  a  physical  examination  report  mus+:  be  filed  within 
a  month  after  the  begirning  of  school.   "Failing  to  receive 
such  a  report,  the  school  then  assumes  the  responsibility  of 
giving  the  examination.   Parents  pay  for  *he  examination  by 
the  KEkxoDl  family  physician,  but  the  school  physician's  ser- 
vices are  free.   However  it  is  done,  the  pupil's  physical 


25 


needs  should  be  thoroughly  diagnosed,  in  order  that  his  pro- 
gram may  he  consistent  with  his  capacity.   Such  a  thorough 
examination  would  include  diagnosis  for  contagious  or  infec- 
tious iieeases,  for  physical  defects,  and  for  mental  defects. 
It  should  cover  everything  that  can  he  taken  as  an  index  to 
the  child's  health  and  the  results  recorded  on  a  standard, 
permanent  record  sheet.   Such  sheets  have  been  worked  out  by 
almost  every  investigator  into  the  health  of  school  children. 
The  following  are  typical: 

Ttepartnent  of  Health,  City  of  New  York 

Physical  ''ecord  of Bex Born 

Nationality  of  father Mother 


Wo.  in  family Children No.  of  birth 


History  of  measles Scarlet  fever Diphtheria 

Psrtu~  s  i  s Fne  unionia Grippe 

Date  of  examination     In  school 


1.  School  year  1    2    3    4    5,  etc. 

S.  Term  12    3.  etc. 

3 .  Clas  n, 

4.  Revaccination 

5.  Diseases  during  term 


26 


6.  Date  of  physical  examination 

7.  Height 
3.   Weight 

9.  Nutrition 

10.  Anemia 

11.  Enlarged  glands 

12.  Nervous  diseases 
1'' .  Cardiac  diS!9as9S 

14.  Pulmonary  diseases 

15.  Skin  diseases 

16.  Defects  orthopaedic 
1".  Defect  of  vision 

18.  Defect  of  heating 

19.  Defect  of  nasal  breathing 

20.  Defect  of  palate 

21.  Defect  of  teeth 

fl2.  Hypertrophied  tonsils 

23.  Adenoids 

24.  Mentality 

25.  conduct 

26.  ""Iffort 

27.  Proficiency 

28.  Tr->atment  necessary   1 

1  Medical   Inspection  of  Schools,    Giilick  and  Ayers,    pp.85 


27 


Physical  Record      (Hoag  and  Terinan) 

1.  School  year  12  3  4.  etc. 

2,  Examination  ari  results 
o.      Dates 

4.  General  appearance 

5.  Nutrition 

6.  Nervous   disorder 
"^ .      Ej'-es 

8.  ■??ar8 

9.  Tlose 

10.  Throat 

11.  Taeth 

12.  Skin 

13.  Heart 

14 .  Lungs 

15.  TTeck   Trlanda 

16.  Vaccination 

17.  Visits  0*"   nurses 

18.  Reply  to  notices    I 

In  addition  to  the  exarcination  suggestions  giren  ahove, 
Wliipple  suggests  the  fol.'' owing; 

1  Health  "^ork  in  th°  Schools,  Hoag  and  Terman,  page  31 


28 


1.  Heirtht — standing  ani  sitting 

A.  Tools stadiometer  and  vernier  caliper 

B.  Table  of  norms  for  ages  5.5  to  IS. 5,  page  53 

2.  Weight 

A.  Tool anthropomorphic  scales 

B.  Norms ,  page  58 

3.  Diameter   of  sku' l--correlation  hstyveen  size   of  head  and 
general   intelligence 

A.  Tool — head  calipers 

B.  Norma,   63,    64,    65 

4.  airth  of  skull 

A.   Tools  and  norms,    page  57 

5.  Tests  for  Physical  and  Motor  Capacity 

A.  Vital  capacity- -lung  capacity  and  "breath  capacity 

B.  Strength  of  grip 

C.  Strength  of  back 

D.  Strength  of  legs 

E.  "^durance  of  grip 

P,   Quickness  of  mcveirent tapping 

G.   Accuracy  of  precision  of  movenient--aip".ing 

H.   Accuracy,  precision,  or  steadiness  of  inoTement--trao- 

ing. 
!►  Steadiness  of  motor  control — involuntary  movement 


29 


J.   J.   Visual  acuity--testing  for  myopia,  astigmatism,  etc. 

K.   Balance  of  eye-muscles — heteropia 

L.   Color-blinlness 

If.   Discrimination  of  brightness 

N.   -Stc.  .     I 

Much  of  the  material  contained  m  the  last  table  is  evi- 
dently for  the  ipurpose  of  testing  the  mental  equipment  of  tlE 
pupil.   As  has  been  suggested,  such  tests  will  probably  be 
enough  for  pupils  who  are  suspected  of  having  nervous  ail- 
ments.  Others  can  be  judged  by  their  regular  school  marks 
and  by  mental  intelligence  tests  which  are  usually  given  in 
any  good  high  school.   It  would  be  impossible  and  impracti- 
cable to  gave  such  tests  to  every  high  school  pupil.   But 
the  school  should  be  prepared  to  give  them  if  it  is  neces- 
sary to  get  to  the  underlying  causes  of  any  pupil's  physi- 
cal or  mental  defects. 

After,  and  only  after  a  thorough  physical  diagnosis, 
should  the  pupil's  regular  program  be  made  out.   For  the 
grea^  majority,  this  would  mean  no  interference  with  sched- 
uling of  coiurses  as  they  are  now  scheduled^  but  with  some  it 
would  mean  more  careful  scheduling  in  the  interests  of  the 
pupil's  health.   After  such  a  careful  diagnosis,  there  could 

1  Mental  and  Physical  Tests Whirple 


30 


"be  an  intelligent  correlation  of  nis  physical  and  mental 
work.   The  book  worm  will  need  to  be  stimulated  to  enter 
athletics  or  som=  other  vigorous  physical  activity  in  order 
to  prevent  him  from  wearing  himself  out  physically  and  to 
broaden  his  interests;  the  would-be  professional  athlete 
should  be  curbed  in  his  desires  and  be  held  strictly  to  el- 
ggibility  rules  for  athletic  contests,  from  the  standpoint 
of  scholarship.   The  mental  examination  would  suggest  what 
need  be  done  for  these  special  cases.   Special  defects  like 
flat  feet,  weak  hearts,  weak  liings ,  etc.  Should  be  handled 
by  means  of  special  classes  under  the  direction  of  teachers 
specially  trained  for  this  work,  wherever  the  school  is 
large  enough  to  justify  such  action.   In  small  schools  all 
classes  o^  defectives  will  have  to  be  placed  in  one  class 
and  handled  as  individual  cases.   Cases  of  defective  sight, 
h-^arlng,  teeth,  and  breathing  should  be  referred  to  the 
school  ^pk^^KXEXXK  clinic  or  through  the  parents  to  regular 
physicians  or  specialists.   Cases  of  malnutrition  and  of 
unhygienic  clothing  or  undesirable  habits  can  be  handled  by 
cooperation  with  the  home.   In  short,  whatever  the  defect, 
an  earnest  effort  is  made  to  correct  it;  whatever  th°  physi- 
cal n^ed,  the  physical  education  department  will  in  some  way 


31 


try  to  meet  it;  whatever  the  physical  capacity  or  potentiali- 
ty it  will  be  the  husines^  of  the  physical  education  depart- 
ment to  stimulate  a  normal,  healthy  development.   It  will  be 
as  impossible,  from  the  crude  material,  to  develop  a  first- 
class  citizen,  without  understanding  the  material  out  of 
which  the  citizen  is  to  be  developed,  as  it  would  be  to  con- 
struct a  good  bridge  without  understanding  quality  of  steel 
nf?ceEsary,  length  of  span,  etc.   iN:either  should  be  built  hap^ 
hazardly. 

Not  only  should  this  first  examination  be  given,  but 
yearly  examirationa  regularly  afterward  for  normal  pupils 
and  special  exEuninations,  whenever  necessary,  oftener  than 
yearly  for  special  cases.   A  careful  set  of  records  must  be 
kept  so  that  it  can  b=2  deterKined  what  progress  is  "being  pjacb 
and  an  effective  systeE  of  follow-up  developed  for  cases  th^ 
require  special  treatment,  whether  such  treatment  is  given 
by  the  school,  by  outside  pliysicians  or  siecialists,  or  by 
the  home.   Careful  personal  advice  must  be  given  to  each 
child  examined  and  four!  defective  ajtd  parents  notiflied  of 
defects  and  advised  as  to  treatment  so  thai  the  ca^e  may  be 
handled  as  an  individual  case,   i^^bcam: nations  and  records  are 
useless  unless  iniividual  advice,  tr-atment,  and  follow-up 


32 


are  connected  with  them. 

In  addition  to  the  first  examination  and  the  regular 
yearly  examinations,  a  daily  insp-^ction  should  be  given  by 
the  regular  class-room  teacher  during  the  first  period  or 
during  ^he  advisory  period.   W>iiie  teachers  are  not  usually 
qualified  to  give  such  tests  they  can  soon  be  trained  to  de- 
tect cominon  symptoms  of  ordinary  contagious  or  infectio.-s 
diseases.   Symptoms  of  common  diseases  can  be  furnished  by 
the  medical  inspector.   The  New  York  Syllabus  gives  a  num- 
ber of  symptoms  of  physical  ailments  easily  detected  by  the 
average  class-room  teacher  and  of  su:^f icient  inportance  to 
send  the  child  to  the  school  physician.   Some  of  the  most 
common  are; 

1.  Sore  throat  9.   Pallor 

2.  Ear  ache  10.  Acute  pain 

3.  Running  nose  11.  Mouth  breathing 

4.  Sore  eyes  of  any  kird      12.  Headaches 

5.  Fever  13.  Easy  fatigue 

6.  Flushed  face  without  nor-   14.  Puffiness  of  face  and 
iral  cause  eyes 

7.  Vomiting  15.  Chills 
a.   Frequent  coughing 

1   General  Plan  and  Syllabus  -^o"  Physical  Traininr  in  the 
Elementary  am  Secondary  Schools  for  the  Sta'e  of  New 
York,  No.  631.  1917 


ecii  tna.  nc 


oj   noi: 


xL^-:iJBU   ion   5 


^  r  <-  f  o  r 


vir 


•»    -r. , 


ii 


orfo?^ 


33 


It  is  plainly  seen  fron  ths  natia-e  of  this  list  that  the 
function  of  the  teioher  is  net  to  treat  any  of  the  Gommon 
ailnents  nor  even  to  take  the  responsibility  for  fixing  the 
name  of  the  disease •   ^he  teacher  sirrply  finds  jrcne thing 
wrong  and  reports  the  case  to  the  depart  of  medical  inspec- 
tion. 

It  might  be  urged,  as  it  often  hss  "been  urged,  that  such 
a  prograr  of  medical  inspection  constitutes  a  violation  of 
the  prerogatives  of  parents  and  unduly  interferes  with  the 
personal  freedom  of  the  high  school  pupil.   The  answer  to  tie 
first  ohjection  is  simply  that  it  is  alwa/ys  urged  that  the 
rights  of  parents  are  interfered  vrith  when  the  school  tak-^s 
over  some  function  which  the  parent  is  either  unahle  or  tro 
careless  to  attend  to  for  the  good  of  the  future  c-'tizen. 
Such  was  the  argxm]en+  against  compulsory  school  attendance, 
against  quarantine  which  kept  the  child  with  contagious  dis- 
eases away  from  school,  and  so  on.   The  second  objection  can 
hardly  be  tenable  if  the  school  physician  is  a  regularly  li- 
censed physician:  there  can  be  no  more  embarrass'^ent  from  a 
personal  examination  at  -^he  hands  of"  the  school  physician 
than  at  the  hands  of  any  other  physician.   If  tact  is  used 
and  the  parent  is  educated  to  the  ''act  that  medical  inspectJQ 


34 


is  for  the  good  of  the  child,  triere  should  he  little  real  op- 
position  to  medical  inspection  in  schrols,  on  this  ground.. A 
third  ohjectlon  is  thnt  of  the  necessity  of  paymg  out  of  tfe 
puhlic  treasury,  for  services  to  the  child  which  the  parent 
ought  to  render.   Again  the  objection  is  the  same  as  that 
used  in  the  pas*"  about  educating  the  child  at  public  expense. 
If  the  home,  because  of  manifold  other  interests  ard  because 
of  increasirg  inability  due  to  modern  complex  modes  of  liv- 
ing is  unable  to  care  for  the  health  of  the  child  completely 
tVie  school  ought  ts.   wither  to  taike  over  T;his  function  entire- 
ly or  to  cooperate  vrith  the  home  in  so  far  as  it  is  necessa- 
ry.  Society  has  a  right  to  demand  that  the  child  be  devel- 
oped into  as  good  a  citizen  as  it  is  possible  to  make  him, 
and  if  this  includes  the  supervision  of  th'=»  child's  health, 
then  the  school  onght  to  take  over  this  function  if  it  is 
not  already  taken  over  by  some  other  ag-^ncj'.   That  th-=»  grow*i 
ing  citizens  have  not  been  cared  for  in  the  past  as  they 
should  have  been  cared  for  is  shown  by  the  Draft  Report  of 
the  Provost  Marshal  General  in  l?!".   As  has  been  widely  ad- 
vertised, the  percentage  of  physical  defects  in  that  sec- 
tion of  the  American  population  which  ought  to  constitute 
the  "flower  of  America's  manhood"  was  thirty  out  of  every 


35 


hundred.   This  means,  too,  or.ly  defects  that  were  serious 
enough  to  disqualify  men,  under  rather  generous  physical  ex- 
aminations, for  military  service.   It  is  easily  possible 
that  if  minor  defects  were  taken  into  account  the  percen- 
tage might  mount  up  to  forty  or  even  fifty.   And  this  out 
of  the  choice  section  1  What  would  oe  the  percentage  above 
or  below  21  to  30  years? 

That  these  defects  would  nave  been  largely  preventable, 
is  r^asily  seen  from  a  study  of  the  Marshal's  report: 

Causes  for  Physical  Rejection     Number  Per  cent 

1.  Total  number  of  cases  of  physical  re- 
jection considered 10,258 

2.  Alcoholism  and  drug  habit 79   0.77 

3.  Physical  undevelopment 416   4.06 

4.  Teeth 871   8.50 

5.  Blood  vessels 191    1.86 

6.  Bones 304    2.96 

7.  Digestive  system 82    .80 

8.  75:ar 609    5.94 

9.  Eye ■   2224   21.68 

10.  Joints 346    3.37 

11.  Muscles 66     .64 


36 


12.  T?espiratory 161    1.56 

13.  Skin 118    1.15 

14.  Plat  foot --— 375    3.65 

15.  Gsnito-urinary  (non-venereal^ 142    1.39 

16.  Genito-urinary  (venereal) 343    3.87 

17.  Heart  disease 602    5. 37 

18.  Hernia - -- "^^e  7.47 

IJ.  Ment^illy  deficient-- - 465    4.53 

20.  Nervous  dist-ases  (gen.  and  local) 337    3. ''^7 

21.  Tuberculosis-^ -  — -5P1    5.7-7 

«2.  Underweight • 163    1.59 

23.  113  defined  or  net  sp-cifisd 33     .91 

E4.  ^'ot  stated "09    '?.aS 

VThile  there  seems  to  be  no  vyay  of  deterrinir.g  heir  much 
of  this  deficiency  could  have  been  remedied  or  to  what  ex- 
tent reduced,  thrciigh  a  system  of  rredical  inspection  in  the 
schools,  there  is  not  a  single  type  of  defect  that  could  not 
be  handled  to  th3  benefit  of  ^he  child.   Of  course,  it  could 
KEt  so  have  been  handled  by  private  physicians  at  the  reque^ 
of  parents,  but  it  wasn't.   Hence  the  need  of  a  mere  effec- 
tive systein  of  tr.edioai  ■'nspecticn  in  the  high  school  ought 
certainly  to  do  its  part  in  meeting  this  n-^ed.   If  there 


37 


were  a  gi^od  system  of  medical  ins  ection  throughout  the 
school  system,  from  the  kindergarten  to  the  university, 
these  should  "be  no  need  for  such  a  disgraceful  state  of 
haalth  affairs  in  our  nation. 

Physical  Activity Exercise 

As  already  explained,  physical  activity  or  exercise  is 
not  to  interpreted  as  meaning  any  particular  set  of  exer- 
cises or  system  of  physical  education.   It  is  to  be  inter- 
preted in  the  broadest  sense — an  adequate  program  will 
choose  the  best  that  has  been  developed  in  any  system  to 
meet  some  srecific  need.   If  Swedish  gymnastics  are  intro- 
duced into  the  program,  the  instructor  will  know  for  what 
specific  purpose  he  is  introducing  this  system;  namely,  for 
corrective  purposes.   If  athletics,  as  commonly  understood, 
is  introduced,  the  purpose  for  which  it  is  introduced  will 
be  just  as  fully  understood.   Nothing  will  be  used  unless  it 
has  a  speci-^ic  purpose  which  cannot  be  served  by  any  other 
form  of  exercise;  everything  and  anything  will  be  ready  for 
use  if  such  use  will  best  serve  the  interests  of  any  stu- 
dent or  group  of  students.   The  program  should  be  broad 
enough  to  meet  the  needs,  capacities,  an  1  interests  of  all. 
•It  will  meet  the  needs  of  the  subnormal,  the  supernormal. 


38 


and  the  average  s'^^udent.   Through  its  special  classes  and 
athletic  competitions,  it  Mil  be  fitted  to  the  capacities 
of  every  type  of  student.   On  the  principle  that  the  inter- 
est  in  physical  welfaae  must  he  made  a  life-long  interest, 
the  program  must  he  varied  enough  that  the  student  may  find 
a  permanent  physical  activity  interest.   Physical  education 
then,  is  not  interpreted  here  as  neaning  any  one  tyre  of 
activity,  hut  includes  the  best  in  every  type  of  activity. 

The  minimum  essentials  in  the  way  of  space  and  equip- 
ment for  such  a  program  are: 

1.  A  gymnasium  45  ft.  by  70  ft.  (Suggestion  of  the  Nat- 
ional Committee  on  -hys ical  Education)  Two  such  gym- 
nasiums, in  larger  schools,  one  for  boys  and  one  for 
girls,  are  much  to  be  preferred,  but  could  probably 
net  be  considered  as  minimum.      i 

2.  Playgrounds  or  athletic  field  space 

A.  5   to  12  acres     2 

B.  50  sq.  ft.  to  10^  sq.  ft.  per  school  pupil    3 

C.  150  sq.  ft.  per  pupil  for  junior  ani  senior 
high  schools    4 

1  Score  Card  for  City  School  Buildings,  Strayer  and  T5ngle- 
hards,  pp.  12 

2.   Building  Score  Card,  St-ayer 

3 A  School  Building  Program  for  Cities.  "Rlnglehardt ,  pp.  71 

4   Phys.  Muc.  in  Secondary  Schools,  Bui.  No.  50,  pp.  I3 


39 


3.  "Plquipni'^nt  for  gymnasiijon  and  playground,  the  minimum  es- 
sentials set'  up  "b-  the  National  Cor^riittee    S 

4.  The  fyynnasium  and  the  playground  O""  athletic  fi'^^ld,  to 
he  of  real  value,  should  he  well  equipped  for  a  wide 
■rariety  of  gaxs^.s   ani  activities.   It  can  hi  so  equipped 
at  a  small  expense.   Hundreds  of  ,o;ames  can  he  played 
with  very  little  equipment,  if  the  space  is  available. 
The  old  type  of  gynnasiur?  is  fast  giving  way  to  the 
modern  gymnasium  with  "its  simple  and  inexpensive  equip- 
ment and  acoompanying  suggestion  of  play.   ■Rormal  work 

•  is  used  only  -^or  special  purposes;  play  should  occupy 
hy  far  the  major  part  of  the  physical  ediication  period. 
In  the  field  of  physical  activity,  it  cannot  h-s  too 
strongly  ktcstr  emphasized  that  physical  education  the  high 
school  is  for  all  and  equipment  and  arr^.ngenent  of  urogram 
should  he  hased  on  this  principle.   It  in  not  for  a  few 
pampered  pets  who  are  chosen  to  represent  the  school  in  ath- 
letic contests  with  other  schools.   In  a  program  hroad  enou^ 
to  include  every  hoy  and  every  girl  in  the  high  school,  ath- 
letics will  still  have  its  place  just  as  w?  11  any  ether  type 
of  physical  activitiy.  Athletics  will  always  he  wotth  while 

5  Physical  Education  in  Secondary  Schools,  3ul.  No.  50, 
pp.  12 


40 


as  a  means  of  giving  the  rhysical  superncrmal  a  chance  to 
test  his  powers,  as  a  means  of  advertising  the  school,  and 
as  a  means  of  creating  school  spirit  and  school  homogeneity, 
hut  in  an  adequate  program,  athletics  must   recede  from  its 
dominating  position  in  favor  of  activities  in  which  the 
whole  student  body  takes  an  active  part.   As  has  been  fre- 
quently repeated  within  the  last  few  years,  athletics  at 
present  gives  physical  training  to  those  who  least  need  it 
and  neglect  the  great  majority.   The  process  might  well  be 
reversed  so  that  th?  present  athletes  would  be  on  the 
bleachers  applauding  the  for.-ner  bleacherites.   The  time 
must  go  when  the  school  spends  fourteen  hundred  dollars  for 
equipment  for  tha  foot-ball  team  and  fifty  dollars  for 
equipment  for  the  regular  physical  education  classes. 

What  must  be  the  essential  features  of  a  program  which 
will  thus  serve  the  interests  of  all?  They  may  be  summar- 
ized as  follows; 

1.  A  two-minute  between-class  relief  or  drill  period 

2.  Sixty  minutes  a  week  for  drill,  corrective  exercise 

3.  Special  class  or  classes  for  defectives. 

4.  Three  hours  a  week  spent  in  supervised  recreational 
or  athletic  exercise 

5.  A  variety  of  recreational  or  athletic  after-school 


41 


activities  wide  enough  to  interest  practisally  every  boy 

and  every  girl  in  the  high  school. 
6.   ^Recognition  hy  the  school  of  any  healthful,  well-plan- 
ned activity  in  order  to  stimulate  out-of-school  acti- 
vity for  those  who  for  financial  or  other  reasons  are 
unahle  to  participate  in  after-school  activities. 
The  bwtween-clas^-  period  has  "been  variously  interpreted. 
The  New  York  Syllabus  requires  a  minimum  of  two  minutes  and 
suggests  an  extension  to  four  or  five  minutes  of  definite 
setting  up  drills.   The  Physical  Education  Comirission  of 
the  N.  E.  A.  speaks  o-''  "reerular  recess  periods  and  setting 
up  exercises  between  class  periods."   The  California  Manual 
m  Physical  Education,  1918,  suggests  a  "relief  period"  b*?- 
tween  classes.   Perhaps  the  California  system  offers  the 
best  solution  for  the  between-class  period.   It  says: 
"This  period  is  distinctly  a  relief  period.   It  is  de- 
signed priirarily,  to  counteract  the  detrimental  influences 
of  sedentary,  desk  mental  occupations.  .  .Gymnastic  or 
setting  up  drills  may  be  given  if  the  inilividual  teacher 
is  skillful  enough  to  handle  drills  successfully  to  get 
physiological  results,  and  if  local  conditions  make  them 
the  only  exercise  pessible.   But  formalized  exercises  to 


42 


oowrriTid   are  fatiguing.   A  brisk  run  across  the  school  yard 
is  jrors  valuable  than  a  drill  ircorrectly  conducted." 
The  best  t^at.  cculj  be  r^'quired  ae  a  vrdnim^jm   would  be  an  in- 
formal twc-minute  relief  period  betv/een  classes. 

Sixty  minutes  e   weei  for  drill  and  corrective  exer- 
cises is  the  minimum  requlremert  ir  the  way  of  drill  of  the 
Few  York  state  department.   The  C&.lJfornia  str-*e  department 
i;?  not  sc  definite  a^  tc  tirie,  but  says  that  "tactical"  ajid 
C5,listheriics  drills  ,  may,  and  should  be  taught."   The  Nat- 
ional Gbn.r,i*tee  rnent"*. ens  ^-yr-rastlcs  with  other  tyres  of  ac- 
tivities.  The  old  type  cf  education  alrost  entirely  of 
giTDnsstics ,  calisthenics,  ari  settirg  up  exercises:  the 
tendency  in  scr-e  luarters  to-day  is  to  eliminate  these  en- 
tirely.  Probably  the  middle  ground  is  the  most  sensible 
course  jiist  yet.   G;ymnastice,  calisthenics,  and  setting?-  up 
exercises  still  have  value  from  the  stardpoint  of  disci- 
pline and  organization,  development  cf   good  pceture,  alert- 
ness and  ready  response  to  command,  °tr.,      '''hey  are  also 
valuable  fror  the  standpoint  of  handling  lar^e  crowds  at  a 
time.   Finally,  in  the  crowded  conditions  of  modern  lif^, 

and  considering  the  fixing  of  habit'=  throughout  life,  train- 

the 
ing  nee  is  to  be  given  in  some  form  cf  exercise  thatAmature 

can  use  a:^ter  school  days  arc  over,  "'''oot-ball,  basket-ball 


43 


soccer,  base-ball,  and  other  school  athletics  are  splendid 
forias  of  exercise,  but  they  fall  dovm  in  ciiis  one  respect; 
they  aare  seflidon  followed  up  in  later  life.   Some  form  of 
calisthenics  or  setting  up  exercise,  that  can  be  used  in 
livirg  rooiii,  bath-room,  or  study,  at  home  or  traveling 
still  needs  to  be  retained  in  the  high  school  curriculum  in 
viev;  of  the  needs  of  the  futiire  citizen.   This  value,  then, 
of  the  old  form  of  physical  education,  together  with  the, 
other  values  mentioned,  perhaps  justifies  this  minimuir'  re- 
quirement of  sixty  minutes  a  week  for  such  drill,  prefer- 
ably in  two  thirty-minute  periods. 

Somewhere  in  the  program,  there  must  be  provision  for 
special  cases  of  disability  like  flat  feet,  spine  curvature, 
weak  hearts,  weak  lungs,  etc.   If  the  school  is  large 
enough,  special  classes  may  be  organized  for  special  types 
of  disability;  othervvise  all  such  pupils  must  be  placed  in 
ore  class  and  be  given  individual  treatment  which  will 
tend  to  alleviate  or  cure  the  trouble,   livery  pupil  wro  is 
found  to  be  suffering  from  deficient  eye-sight,  hearin", 
from  eniaT'ged  glands  or  tonsils,  and  similar  curable  or 
correctib-ie  defects  shouli,  oi   course,  be  given  treatment 
wither  by  the  school  physician,  nurse,  or  by  a  community 


44 


specialist.   Parents  will  always  be  notified  of  such  de- 
fects and  the  school  and  the  home  will  cooperate  in  seeing 
that  the  child  is  properly  trented.   No  school  could  have 
fulfilled  the  requirement  of  the  minimum  essentials  that 
did  not  take  care  of  its  special  cases  of  disability.   Such 
pupils  may  or  may  not  be  placed  in  the  special  classes, 
temporarilj/-  or  permaaently,  according  to  the  nature  and  ser- 
iousness of  the  case. 

Valuable  as  the  regular,  systematic  drill,  calisthenic, 
and  corrective  exercise  suggested  acove  is,  by  far  the  most 
valuable  form  of  exercise  for  the  great  bocy  of  high  school 
pupils  is  play.   "Pormal  exercise;^  is  fatiguing  even  when 
taught  under  the  b'3st  of  conditions.   Supervised  play  of 
the  right  sort  is  not  only  invigorating  and  body-building 
but  is  recreational  and  relaxing  at  the  same  time.   "Zer- 
oise that  is  entered  into  Joyfully  and  spontaneously  is 
more  valuable  than  formal  exercise.   Three  hcurs  a  week, 
then,  should  be  devoted  to  this  type  of  recreation  and  play, 
and  should  be  required  as  a  minimu,  although  a  puril  who  is 
participating  in  regnla"^  after-school  sports  under  careful- 
supervision  and  regularly  conducted  for  a  minimum  of  four 
four-hour  periods  a  week,  siiould  be  excused  frorr:  the  regu- 
lar aftKKXKxkJSHi  recreation  periods  am  assigned  to  study 


45 


during  tne  period  of  activity. 

If  the  niiniffium  requirement  of  floor  and  field  space  sug- 
gested asoTe  is  provided,  -che  after-school  recreational  and 
athletic  period  would  "be  the  most  important  of  the  day.   Here 
the  inter-claa.<5 ,  inter-advisory,  inter-club,  and  inter- 
school  activities  would  he  held.   Schedules  of  every  type  of 
contest  wo;;ld  he  continually  in  progress,  so  that  a  large 
group  of  students  would  be  drawn  out  to  the  field  or  into 
the  gyinnas i uiTJ ,   Here  traci<  meets  which  included  every  mem- 
her  of  th?  class,  advisory,  club,  or  school  would  partici- 
pate? and  est'^.hlish  class  records  as  well  as  individual  re- 
cords.  Here  students  could  compete  against  well-established 
norms  for  i  tra-mur'-il  cctests.   In  every  possible  way  at- 
tempts should  be  made  to  Djake  after-school  activities,  on 
the  broadest  scale,  popular.   Sport  for  sport's  sake  and 
for  health's  sake  and  not  sport  *or  the  sake  of  winnir.r  at 
any  cost  should  be  the  dominating  note  in  this  type  of  ac- 
tivity.  Regular  athletics,  as  usually  interpreted  would 
be  a  part  of  this  program,  hut  would  be  oroadened  in  scope 
so  as  to  include  every  one  whenever  thsit  would  be  practi- 
cable, although,  as  suggested,  for  the  sake  of  the  fun  of 
it  and  for  the  sake  of  keeping  up  interest,  there  would 


46 


stl±l  be  the  regular  inter-school  contests.   The  management 
of  athletics  will  he  considered  later. 

"Finally,  the  high  school  should  recognize  well-regula- 
ted, well-planned  out-of-school  activity.   In  almost  every 
high  school,  there  are  boys  and  girls  who  belong  to  Y.  M. 
Q.    A.  and  Y.  W.  C.  A.  classes,  to  church  clubs,  hiking 
clubs,  Boy  Scouts,  Campfire  Girls,  and  similar  physical  ac- 
tivity groups.   Usually  classes  under  such  organ izadt ions 
are  under  competent  leadership.   In  later  life-,  it  is  un- 
der flhe  leadership  of  these  and  similar  organizations  that 
the  adult  man  and  woman  will  get  their  recreation  and  exer- 
cise; there  seems  to  be  no  valid  reason  why  the  high  school 
should  not  recognize  such  activity  if  pro(fff  is  given  that 
it  is  carried  on  systematically,  regularly,  and  over  a  re- 
quired period  o^  tire.   In  fact,  the  high  school  ought  to 
cooperate  with  and  take  the  leadership  in  any  type  o"  phy- 
sical activity  which  will  tend  to  arouse  and  create  perma- 
nent interests  for  some  future  citizen.   Even  walkirg,  row- 
ing, bicycling,  horse-back  riding,  and  similar  tyres  o-!^  ex- 
ercise should  be  recognized  and  credited  whenever  it  is  pos- 
sible with  certainty  to  determine  the  nature,  value,  and 
length  of  time  spent.   "Every  effort  should  be  m-^de  to  Im- 


47 


press  upon  the  boy  and  the  g'-'rl  the  fact  that  exercise  is 
for  3very  one,  young  -^nd  old,  and  should  "be  carr^'ed  on  sys- 
tematically and  regularly  throughout  life. 

Hygiene  and  Sanitation 

Any  adequate  physical  education  program  for  high  schools 
must  look  toward  the  future.   The  high  school  pupil  is  ap- 
proaching maturity  ani  must  sonn  take  the  complete  respon- 
sibility for  his  own  health.   He  will  need  to  know  the  fun- 
damental principles  upon  which  health  is  maintained.   This 
means  that  the  high  school  must  give  instruction  in  hygiene 
and  sanitation.   Such  instruction  would  include  personal, 
schook,  home,  and  community  hygiene,  and  in  the  order  given 
might  very  well  "be  priven  in  each  year  of  the  four-year  high 
school,  or  i"^  could  ttBHtlxnR  commence  with  the  last  year  of 
the  junior  high  school  and  continue  through  the  senior  high 
school.   This  order  would  be  progressive  and  would  gradually 
lead  from  the  fersonal  to  the  broader  social  aspects  of  liv- 
ing.  Under  personal  hygiene  should  come  such  topics  as  the 
care  of  the  hair,  teeth,  nails,  shoes  and  o'^her  clothing, 
eating,  drinking,  waste  elimination,  exercise,  etc.   School 
hygiene  would  include  care  of  desks,  books,  toilets,  class- 
rooms, grounds,  means  of  preventing  the  spread  of  disease, 


48 


such  as   spittir.p:,    coixsViiric*,    g.nrl  ocinlr>T   to  school  with  con- 
tctcious   -ii3sa3*3,    thT   ^r9.1ue   of  good  school  ventllf=ition, 
hrt=itln£;,    lifJihting,    etc.   »nd  the   iTiportY.ncs   o^  cheerfulness, 
industry,    and  aslf-con*. rol.      TTor^»   BJHnitstirn  wou '  d  deal  with 
heating,    vt'ntilatir.g,    sl-ep,   car«   of  the   slck^   ic^arbai^e   dis- 
posal,    clean   pretrieea,    and   Vra  valu?   ofAh^j^-py  cooperative 
spirit   both  at  bore  ari   .In    the   ccrrrnunity,      CoF'Tnunlty  hygiene 
and   aanitatior-  vFOUld    Include  disposal  of  waste,   means   of 
coffibatirig  disease,    life  protection,    dare   of  dependents,   and 
the   use    of  heal'.h-prr-iBof-lng  facilities   such  as  p-^rks,    play- 
grounds,  repori.e»  hospitals,   etc.      The  list   is  not  exhaust- 
ive bsJt  sioggeats   that  >i3^£;lerie.  •'\s   it   should  be   taught   in   the 
high   achool  vvcuid  be   of  a   ijractior.l  nature  and  would  aim  to 
give   inaightu,   attitude",   '^r\'^.  habits  with  regard  to  health. 
3y  ifiear.3   of  bsalth  cluhr? ,    clean-ip  ca'?i'ai.c'ns ,    opportunity   to 
act  hS  haalth  officer?,    sr^   othi^r  siir-ilar   devices   students 
should  bs  given   opport'onity  to   develop  real  ha^^its.      Prob- 
ably score   cards  ».'hich  would  Treasure    cerscnal    cleanliness 
and  health   could  be  dev^Red   -and  the    pupil *s  mark  couli   be 
partly   determired  by  hifi   Bcore    en   this   card.      His  mark  in 
BChool,   hcriC,   ??.r.d  coirrm^mtty  hygiene  mipht  be   partly  deter- 
mined  in   the   same  way.      If  hi;    is  given   th*   oi^portunity  to 


43 


do  something,  *:he  danger  of  developin.^  priggishness  towards 
hOK)?*  ani  coEiEiunity  r3e';hods  rright  be  avoided,  and  the  pupil's 
efforts  enlisted  toward  effective  comEunity  cooperation  in 
health  matters. 

Social  and  Civic  Training 

That  physical  education  in  general  and  athletics  in  par- 
ticular develor  moral  traits  of  character  valuable  both  to 
the  individual  and  to  society  is  believed  by  almost  every 
physical  ed'catiLn  student  or  enthusiast.   Probably  more 
true  is  the  belief  that  physical  education  activities  may 
or  may  not  ievelop  such  desirable  traits  according  to  the 
way  in  which  they  are  managed.  Many  high  schools  have  ac- 
tually found  athletics  harmful  rather  than  beneficial.   It 
is  usually  found,  however,  tnat  athletics  and  other  types  of 
physical  education  can  be  made  a  real  force  in  the  develop- 
ment of  good  character  if  managed  with  sympathy  and  tact. 
Physical  education  is  not  alone  responsible  for  citizenship 
training;  it  acts  merely  as  a  cooperative  agent  with  the 
other  activities  of  the  school  curriculum.   But  it  has  a  big 
opportunity  and  a  big  responsibility  which  must  not  be  over- 
looked if  it  is  to  serve  its  rurpose  to  the  fullest  extent. 
The  personality  and  insight  of  its  teachers  will  determine 


50 


ho'v  great   shall    ce    i  *-?,   part    in   cirj/.enship  training.      The 
school  mTist  see   to   it   th"t   it  gets   the  right  kind  of   teach- 
ers.     Tha    '  ype   of   tf^acher  will    he   disciissed  under  adininis- 
t rat ion. 

SoTTs   character   traits   for  which  the  physical  education 
lepartnent   ought   to   oe  held  -^esnonsiMa   a?^  a   cooperative   de- 
partment  in  hif^?i  school   <»ducn.tTon  are  good  sportsuianship, 
fa^r  pla^/",   "V^-lue  -Mi-i  nooit   of  cooperation  and.  te-^m  play, 
clecnness   of  speech  and  ac*:icn.    loyalty   to   team,    school,   »rd 
coEununity,    initiative  fir-d  lefderfship,    ohedierce   to   ^egally- 
cc.-stitiited  authority,   rep.pect   ^or   elders.,    courtesy,    physi- 
cal an  1  noral  coiJ.rare,    fie3f-co»^t'^ol ,    coo1ne«p   c^  f^vA^vaent . 

Orie   o£    th?  r;"^i=it   ?5ng3estive   "f^tudien   along  t^in   line    is 
tha.t  made  hy  ■Pretvell   in   the   '''eache-''''   CoTleg-'   'Record,    Vol, 
SO,    1950.      He""e    c>?*,racte"^   t"»^''t?!  a-e   analysed  and  hy  neans 
o"^'   snecific  ques'ilons   and   oy  assignin-r  a  specific  value   to 
each  affirmative  a"-^wer  it    i"^   possible   to  score  a  ptipil  on 
character.      The   determination   of  the  score  value   c^  -^^ach 
y.-^svyer  was    i3t^rm''nei.  by  a   compilation   c    a  great  nunher 
of  JMdgTTients   o**  teachers,    parents,   and  ireTrbern   of   college 
departrnen^-s   of  education.      A  s'-udent   scored   on   this  hasis 
coui'Ji  have  a  chance    tc   learn  hlo  score  and   to  wat:h  his   own 
developmen*- .      Tne  inain   topics,    under  wnich  are  many  specif- 
ic questions,   necessarily  oroitted,    follow: 


Bl 


T'akes  care  o-"  his  nealth 
Keeps  a  good  posture 
Is  orderly 

4.  lilxercises   thrift 

5.  Is   pror!.pt 

6.  Thinxs  clearly  and  purposefuxly 
Has  a  sense  cf  humor 
Is  re^'ined 
Is  characterized  by  helpful  initiative 

10.  Is  self-reliant 

11.  ■'exercises   self-control 

12.  Lives  Tip  to  the  traditions  of  good  sportsmanship 
lo.  Stands  for  fa'r  play 

14.  Is  courageous 

15.  Is  honest  and  truthful 
1'3.  i3  truatifforthy 

17.  'las  a  sense  of  civic  responsibility 

18.  Is  obedient 

19.  Is  generous 

20.  la  courteous  and  considerate 
Si.  Is  cooperative 

^'5.  Is  broad-minded 

23.  Is  loyal 

24.  Has  a  fine  sense  of  appreciation  and  seeks  to  expres 
it. 


52 


This  list  ani  the  list  suggested  aoove  sug-gests  tne  minimuin 
essentials  for  which  th"  physic/al  education  department  must 
"be  co-responsible.   While  physical  education  cannot  single- 
handedly  develop  these  traits,  it  can  ?.nd  must  do  all  within 
its  power  to  aid  in  their  development,  and  to  see  tha*"  the 
student,  ath±ete  or  otherwise,  lives  as  a  good  citizen  ac- 
cording to  seme  such  standards  while  he  is  a  mem"b'=>r  of  a 
physical  educa.tion  class  or  team. 

Administration 

The  administration  of  such  a  system  for  high  schools  wil 
naturally  require  a  larger  view  of  the  scope  and  purposes  of 
physical  education  thaA  is  usually  held  by  school  adminis- 
trators.  Physical  education  for  all  on  such  a  scale  will  re- 
quire more  teachers  and  better  teachers,  school  nurses,  aid 
from  physicians  at  school  expense,  and  active  cooperation  on 
the  part  of  th^  home.   This  will  m^an  increased  expenditures^ 
but  the  fact  that  wherever  such  additions  to  health  programs 
have  been  introduced,  they  have  stayed  is  some  proof  that 
such  expenditures  are  justified.   It  is  net  po-s^ble  to  fi- 
gure the  value  of  such  expenditures  to  the  pupil  any  more 
than  it  is  possible  to  figure  the  money  value  of  any  other 


53 


schcol  aid  which  he  receivec  or  to  figure  the  value  cf  the 
benefit  to  the  pupil  ?;,nd  *;o  sccisty.   But  ccrrnior.  judgment 
woula  say  that  any  increase  in  the  rhycical  efficiency  of 
the  child  would  certcirly  strengthen  the  foundation  on  which 
aJ  1  mental  achievement  must  necessarily  he  built  and  f-eason- 
able  expenditures  are  thsrefcre  justifiable. 

The  first  requirement  of  the  prcgrfir. , 'then,  is  a  new 
type  of  physical  education  director--cne  with  vision,  in-, 
sight,  and  ideals.   The  tj'pe  cf  ican  suggested  by  Dr.  Has- 
tings for  a  state  university  seems  to  be,  as  often  as  it 
would  be  possible  to  secure  hiir.ths  type  of  man  reeded  for 
the  high  school.  He  says: 

"Provide  a  rnan  as  director  in  a  state  university  who  is 
t?ioroTJghly  grounded  in  the  subject,  prepared  by  a  regular 
training  school  "or  physical  directors  in  -^.11  the  branches 
anl  detail  of  his  professiori,  not  a  gjinnastic  director, an 
athletic  Airector,  nor  a  ir.edical  director,  but  a  can, 
school- trained,  v/ho  combines  the  essentials  of  all  these 
lines  of  work.   He  may  not,  often  cannot,  carry  all  of 
these;  he  may  reiiiit-e  as  assistants,  an  athletic  instruc- 
tor, an  examinin,^  room  assistant,  and  a  gymnastic  instruc- 
tor, but  he  should  -^uper^ise  them  all  persona.' ly. ''   1 
1  A  Manual  of  "^hysical  Measurements,  WiJliam  D.  Hastings,  Ph. 
■  D.  ,  Chair  o*"  Anthropometry  ani  Physical  Training,  Interna- 
tional Y.  M.  C.  A.  Training  School.  Springfield,  Mass. 


54 


A^ain,    in   stron^^er  vein". 

"An   idsa   is  abroai  tl^at  ?.nv    one  ^h'O  has  'b'?en   tc   some  great 
university,    and  who   car?   do  a  hands': And.   or  a  "back  soirer- 
aault,    '.vho   can  run  a  hunired  j'^arls ,    pole   vault,    or   play 
foot-'ball,    13  a  ?uitabl=;    person   to  gtiide   the   physical 
training   c-^  youth.      TheT?    is  another  view  that  any   one 
with  a  medical   d,=p;ri=e,   who  h=>p   studifi    the  rr^e ohan i sii;   of 
the  h'Jir.an    i^   pg.r  e\r'^'\1'^rc'^    fr^^  man    to   pi't  at   the   head   of 
this   sort   of   rorV.      i^oth   viewe    :?j;pnay  an   ftntire  rriisappre- 
hension   of    th*  hr^sHth  ?ni   iT7'T>r,r^a>^oe   of   th=^   worl; .      "Flven 
the   physician   i  ??   u?).i?]ly  n-t   prepared  a^-   for   prescription 
of  exercise,    net   to  pay   f\)rt?'"='r   in   th^   exercises   theE- 
selves    cr   in   the   T>r  jncipl'='R   /.'Vich  n^'^e'^Me    tt  e  \»'hole   sub- 
ject  of  physical  tr^-ir.lrc;.      The   ■''ielc's   of  tiiedlcine  a,nd 
physical  training"  ai^^e  pr'tjrely  -^ist-i  not    an-i   dcTns/r.d   a  dis- 
tinct  pvilimir pvy   training.      Between  th?^.   two    professions 
the'^'e   s^nru-i   be    the   closest   cooperatj  O"  ,    hut   there   is   no 
ner'd  that    one   shou  '^   tref'-d  upon  the   other,    not  the  pur- 
pose  and  scope    of   the   one   he    nonfr.a*ad  \f'^ith  that    :f  the 
other.    ,    ,J^    ■'r    Ji'st  as    irrspor ■'■ant   th't  a  phys-i. oal  direc- 
tor ho   thoroughly  tr^jned   iv  a  rerniar  professional  school 
as   that  a  physician  be   required   to  attend  iredical   college 
and  present  a  diploma  before   he   can  be   licensed  to  prac- 
tice." 


55 


The  present  "basis  upon  which  high  school  instructors  in 
physical  education  are  hired  also  needs  to  be  changed. 
Coaches  and  instructors  should  be  regular  teachers  and  should 
have  had  training  which  will  make  them  effective  in  helping 
to  carry  out  in  every  respect  the  ideals  and  policies  of 
high  school  education.   Dr.  Hastings  thinks  that  they  should 
receive  thorough  training  for  their  work.   He  says: 

"Provide  teachers  of  the  state  throiigh  a  special  collepri- 
ate  cour-e  in  the  state  university  and  normal  schools,  and 
unify  the  work  o**  the  state.  .  .  In  order  to  provide  care- 
fully trained  teachers  in  physical  training  throughout  Hie 
state  as  demand  is  made  for  them,  and  also  to  secure  a  mea- 
sure of  uniformity  in  inethods  of  training,  a  two-or  three- 
years'  course  in  physical  training  should  be  introduced  in- 
to the  curriculi;im  of  the  state  university  and  the  sta*e  nor- 
mal schools." 

"Resides  requiring  special  training  for  *he  head  of  de- 
partment and  for  the  regular  teachers,  there  is  a  need  for 
special  teachers  who  know  how  to  care  for  special  cases 
such  as  flat  feet,  spine  curvature,  lun^^  and  heart  trouble, 
etc.   All  teachers  will  need  such  training,  of  course,  be- 
cause msmy  of  them  will  go  into  small  high  schools  where  the 
head  of  department  is  also  regular  and  special  teacher.   But 
large  high  schools  will  be  able  to  af '"ord  specialists  and 


56 


should  be   abl3    to  get   thsir.  at   tiia    universities   cind  norreal 
schools.      It   is   tim=    that  wa   changed  our   i resent  policy  of 
going   Out  fo"?  a  gjod   track  man,   a  good  foot-ball  coach,    etc. 
who  h-^-s  hcid  no   other    training   than  that   on   tlie    college   track 
team . 

Medical  inspsotion   in  Viigh  schools  will  require    the  ad- 
dition,  wr.err    such  addition  ha,s   not  already   been  niade ,    of 
the   services    of  a  physician  and  of  one   or  ccra  nurses,   ac- 
cordirg  to   th-    sx^e   o"   trie   high   school.      The   ideal  plan, 
wher«    trie  high   school   is   large   enouF;h  to  justify   it,   would 
be    one    in   .vhich  a  school  physician    is  hired  on  fall   time. 
That,   ?ic\vever,    seeos   to  "be    out   of  the   question   si   ce    it 
would  haasdly   he  po-sitle    to   pay  such  a  jsan  enough   tc   devote 
his   entire    tine    to   tl  is  vvork.      In  inost  cities   in   the   United 
States  and   in  Englajria   the../'  school  physician   is  hir  »d  on  part 
time  and   is   £^id  for  ?iis   services  a,t   so  u^ujh  per  exaiiination 
or   5G/i  much  per   day,   month,    or  year.      Under  the  present  sys- 
tem  it  would  seea'i   iiupractical   to  suggesD  as  a  tniniuiuin  re- 
quirement  t'fiat  high  school  physicians  b'^   hired   on  full   time; 
investigations   by  Gulick  and  Ayers  and   by  Termau  s-^cai   to   in- 
dicate   that    the   be&t  plan   is    to  hire   the  pliysician  by  ths 
month,    for  a   school  year   of    ten  months.      The  average  ±±mKqp 
taffiKsoGSX     physician  can  examine  about   twenty  cas-'S   in  a  day. 


57 


Part  of  this  time,  however,  he  is  going  froin  school  to 
school,  so  that  his  average  woull  be  only  frcm  twelve  hun- 
dred to  two  thousand  pupils  per  year.   This  method,  too, 
is  good  from  the  standpoint  of  the  difference  in  the  size 
of  high  schools,  since  the  expenditure  can  be  adjusted 
according  to  the  number  of  pupils  and  the  physician  hired 
only  for  the  time  actually  necessary  to  examine  the  neces- 
sary number  of  pupils. 

The  nursex  should  be  hired  on  the  basis  of  her  ability 
to  handle  froir  one  thousand  to  twleve  hundred  cases  per 
year,  besides  maki>-g  hc^e  visits  for  purposes  of  coopera- 
tion with  the  home.   In  smaller  high  schools  she  can  be 
hired  by  the  whole  school  district  and  thus  spend  the  prop- 
er percentage  of  her  time  between  ""he  elementary  schools  and 
the  high  school.   Ordinarily,  the  major  part  of  the  examina- 
tion and  treatment  of  minor  cases  will  be  handled  by  the 
school  nurse,  leaving  only  examination  of  heart  an"^  lungs 
and  such  vital  organs  to  the  physician,  and  the  treatment 
of  serious  ailments  to  him  or  to  some  other  rhysician  thru 
the  cooperation  Qf  the  rarents. 

In  bri3f,  then,  the  administration  of  this  high  school 
program  would  be  carried  out  som'^what  as  follows: 

1.   Daily  inspections  for  contagic^s  c"  infectious  dis- 


58 


eases  ty  the  classroom  teacher  during  the  first  period,  or 
"by  the  advisory  teacher.   The  New  York  system  requires  only 
a  few  seconds  or  at  most  a  few  minutes  of  tiui^  each  day  for 
this  inspection.   The  teacher  is  furnished  with  a  copy  of 
ordinary  symptoms  and  receives  instructions  and  training 
from  the  head  of  the  physical  education  department  as  to 
how  to  carry  on  these  examinations.   Each  case  of  suspected 
disease  or  defect,  is  reported  on  a  rer"Uiar  form  to  the 
nurse,  and  the  child  is  sent  to  the  nurse  for  further  exam- 
ination and  treatment. 

2.   "Daily  examination  "by  the  school  nurse  of  cases  sent 
to  her.   Notification,  "by  the  nurse,  sent  to  the  home,  of 
any  ailment  or  defect  about  which  the  heme  ought  to  know. 
Reference,  by  the  nurse,  if  necessary,  of  the  case  to  the 
school  physician.   Follow-up  notices  and  visits  "by  the  nurse 
to  the  home  to  encourage  the  parent  to  have  the  child  treat- 
ed for  defects,  either  by  the  school  physician  or  by  some 
other  reputable  physician.   Examination,  by  the  nurse,  of 
cases  of  exclusion  for  contagious  lis'?ases  bef o"^  '  the  child 
is  allowed  to  re-enter  school  after  a  case  of  contagious 
illness.   Notification,  by  the  nurse  to  the  parents,  *o  the 
physician,  to  the  board  of  health,  and  to  the  principal  of 


59 


all  cases  of  eKclusion  or  re-ci,dmission.   Regular  reports  of 
all  cases  handled,  to   the  principal  and  to  the  school  physi- 
cian. 

3.  Yearly  examination,  by  the  school  physician,  of  eve^r 
pupil  in  the  high  school,  these  examinations  ^o  cover  heart, 
lungs,  or  other  vital  organs  that  car not  be  handled  by  the 
nurse  or  by  members  of  the  physical  education  department 
proper.   Frequent  examination  and  treatment  of   special  cases, 
and  advice  to  physical  education  department  as  to  the  tyre 
of  exercise  advisable. 

4.  Yearly  examinations,  by  members  of  the  physical  edu- 
cation staff,  under  the  direction  and  with  the  advice  of  the 
school  physician,  of  height,  weight,  rhysical  measurements, 
everything  nacessary  to  a  complete  diagnosis  of  the  child's 
physical  make-up,  with  a  view  to  intelligent  meeting  of  any 
of  his  needs  either  physical  or  from  the  standpoint  of  ad- 
vise on  the  quantity  and  na-^iire  of  his  regular  SBhool  pro- 
gram.  Regular  records  kept  of  measurements,  and  notations 
ciade  of  treatment  and  results  to  be  kept  by  the  physical  ed- 
ucation department. 

5.  Instruction  and  advice  from  the  physical  education 
department  to  regular  class-room  teach'ers  ard  to  janitors 
with  a  view  to  irtelligent  cooperation  on  such  questions  as 


60 


lighting,  heating,  care  of  eyes,  posture,  etc.  Printed  ad- 
ifice  and  personal  visits  as  often  as  psacticahle  and  nedes- 
sa""y,  to  parents,  with  a  view  to  hone  cooperation.  Use  of 
posters,  badges,  and  other  devices  for  the  piirrose  of  arous- 
ing interes  and  developing  habits  of  cleanliress  and  health 
on  the  part  of  high  school  pupils. 

6.  Assignment,  in  physical  education  classes,  of  normal 
pupils  to  regular  classes;  special  cases  to  be  placed  in. 
special  classes  for  individual  treatment.  Admission  of  ath- 
letes and  other  rhysical  supernormals  to  contests  only  on 
conlition  of  consent  of  head  of  physical  department,  school 
principal,  school  physician,  and  parent.   Attempt  made,  on 
the  basis  of  examinations,  physical  and  mental,  to  fix  the 
pupil's  program,  regular  and  in  physical  education,  to  his 
n^eds,  capacities,  ann  interests. 

7.  Faculty  control  of  sports.   There  must  be  room  in 
the  program  for  athletics,  but  it  seems  that  the  time  has 
arrived  wh^n  these  sports  should  be  toned  down  somewhat. 
All  inter-achcol  athletic  contests  should  be  careruxly  sup- 
ervised.  Following  are  some  of  th=?  rules  that  should  gov- 
ern such  contests; 

a.   No  student  should  b^  allowed  to  enter  such  contests 


61 


unless  ne  has  the  consent  of  h^s  parent,  his  principal,  the 
haad  of  department  of  physical  education,  and  the  school 
physician.   This,  of  course,  through  the  consent  of  the 
principal,  would  imply  the  taking  care  of  his  scholar- 
ship eligibility. 

b.  No  system  of  training  should  cover  more  than  six 
hours  a  week,  for  after  school  activities. 

c.  Manggement  and  organization  of  teams  should  be  un- 
der the  close  supervision  of  the  faculty.   Student  man- 
agership, under  faculty  supervision,  should  be  allowed 
as  far  as  possible,  but  should  not  cover  handling  of 
finances  nor  outlining  of  policies. 

a.   Overnight  trips,  except  for  final  contests,  are  in- 
advisable as  a  general  rule. 

e.  Bvery  effort  should  be  made  to  play  the  p:ame  for  the 
sake  of  the  sport  to  be  gained  from  it.   Good  sportsman- 
ship, courtesy,  and  other-  motal  qualities  should  be  em- 
phasized over  the  spirit  of  winning  the  game  at  any  cost. 

f.  At  present,  in  spite  of  the  tendency  for  women  to  en- 
ter athletic  contests,  it  seems  to  be  inadvisable  for 
high  school  girls  to  compete  in  public.   The  high  school 
girl  is  a*:  a  critical  period  when  over-exertion  under 


62 


the  stimulus  or  crowd  applause  might  prove  dangerous. 
8.   Effort  on  the  part  of  the  rhysical  ed'ication  derartment 
to  cooperate  with  all  school  a.^encies,  with  the  home,  the 
comirunity,  and  with  other  outside  ap;encies  working  for  the 
physical  welfare  of  the  pupil.   Effort  to  create  permanent 
interests  in  physicalwelfare,  through  the  creation  of  hik- 
ing cluhs,  community,  gijnes,  etc.,  and  through  the  use  of 
a  wiie  and  varied  program  of  physical  education  activitie.s. 

Costs 

If  a  Board  of  Education  has  been  in  the  hahit  of  think- 
ing of  physical  education  in  high  schools  as  consisting  on- 
ly of  athletics  which  might  be  expected  to  bring  in  some  re- 
venue, the  proposed  program  will  mean  a  considerable  in- 

if 
crease  in  expenditures,  but^^the  Board  has  followed  the  trend 

since  the  war  and  has  introduced  physical  education  for  all, 
this  program  will  meaft  little  extra  expense.   In  principle, 
it  should  cost  no  more  per  pupil  than  enough  to  get  a  clear 
understanding  of  each  pupil's  needs  and  to  meet  those  needs 
in  so  far  as  a  high  school  could  be  expected  to  meet  them. 
The  actual  cost  would  be  somewhat  as  follows; 

1.   Head  of  department,  *3000  to  f*4000.   (Terman's  sug- 
gestion)  This  man  is  held  for  professional  standards  and 


63 


the  salary  should  be  large  enough  to  attract  the  right  kind 
of  man.   In  a  large  high  school,  there  would  be  two  heads  of 
department ,  one  for  hoys  and  one  for  girls .   In  a  small  high 
school,  the  one  instructor  for  hoys  and  the  one  for  girls 
would  each  act  as  heads  of  their  respective  departments. 
The  salary  ought  still  to  approximate  that  above,  since 
country  children  are  as  much  in  need  of  expert  attention  as 
city  children.   (See  Draft  Report  of  the  Provost  Marshal  . 
General,  1217,  Table  16) 

2.   Hiigular  teachers,  f-1200  to  $1500.   Salaries  differ 
in  different  localities.   This  salary  is  based  upon  Cubber- 
ly's  recommendation  in  his  Public  School  Administration. 
One  teacher,  according  to  the  report  of  the  National  Commit- 
tee on  Physical  Education,  should  handle  not  more  than  fifty 
pupils  per  class,  and  should,  according  to  the  California 
Syllabus  have  thr-^e  regular  classes  per  day,  with  two  after- 
school  classes.   If  these  recor-mendations  are  followed  one 
teacher  should  be  responsible  for  from  one  hundred  fifty 
to  two  hundred  pupils  per  day.   Considering  *1500  as  the 
salary  and  150  as  the  number  of  pupils  each  teacher  should 
handle,  the  cost  per  pupil  would  then  be  t'lO  per  pupil  per 
year,  or  a  little  over  five  cents  per  pupil  per  day,  for 
fegular  instruction. 


64 


3.  School  physician 

A.  Terman's  suggestian:  ^60  to  $80  per  month  for  10 
months,  2  hours  per  day.   This  would  be  $600  to 
faoo  per  year. 

B.  Median  of  80  cities  investigated  by  Gulick  and 
Ayers,  *-375  per  year;  range  4^0  to  $2400  per  year, 
mode  $0  to  *250;  range  of  middle  50^,  :^,575  to 
^118  per  year. 

4.  Sc>:ool  nurse,  !|70  a  month  for  12  months,  or  §840  a 
year.   As  a  nurse  could  handle  from  one  thousand  to  twftive 
hundred  cases  a  year,  the  expense  would  be  aoout  seventy 
cents  per  child  per  year. 

5.  Since  costs  vary  according  to  locality  for  the  phy- 
sical plant  and  since  the  school  plant  suggested  is  not  dif- 
ferent from  what  the  present  plant  should  be,  it  is  not  nec- 
essary to  compute  tha  cost  of  the  school  plant.   Equipment 
would  cost  very  little  if  any  more  than  the  present  equip- 
ment, since  it  is  r-^mambered  that  itis  sup^gested  that  less 
money  be  expended  for  the  benefit  of  the  pany.  Medical  sup- 
plies and  cost  of  treatment  is  difficult  to  determine.   Gu- 
lick and  AyeT-s  figure  the  cost  of  caring  for  contagious  dis- 
eases at  about  thirteen  cents  per  pupil  per  year. 


65 


Looked  at  from  the  point  of  view  only  of  increased  ex- 
penditures, the  proposed  program  might  he  considered  too  hig 
a  load  to  shoulder  on  to  an  already  overnurdened  tax  bill. 
In  view  of  the  need  as  shown  by  the  war  reports  and  by 
school  reports  ny  Gulick  and  Aysrs,  Terman.and  others,  and 
in  view  of  the  increased  efficiency  and  of  the  real  saving, 
in  the  larger  sense,  in  money  and  lives  which  such  a  pro- 
gram woull  bring,  it  is  not  exhorbitant  and  should  be  con- 
sidered as  necessary  to  an  adequate  program.   Anything  which 
it  is  necessary  to  spend  to  lessen  disease  and  death,  if  the 
money  is  spent  wisely  and  honestly,  should  be  considered  a 
minimxim  expenditure  for  the  high  school.   The  need  of  an  ad- 
equate physical  education  program  and  the  value  of  such  a 
program,  financially  and  otherwise,  is  very  well  summed  up 
by  InPilis  in  his  Principles  of  Secondary  Education.   His 
summary  is  as  follows: 

"The  values  of  physical  ed'.'cation  in  the  secondary  schod. 
are  universally  recognized  in  theory  ani  almost  universally 
ignored  in  practice.   Vital  efficiency  must  always  underlie 
and  condition  other  forms  of  eff iciency--social,  economic, 
and  personal.  .  .  . 

"(l)  The  annual  death-rate  for  th=?  United  Stages  is  es- 
timated to  be  between  fifteen  and  eip-hteen  per  thousand  of 


66 


population.   Betwean  one  and  a  half  and  two  per  cant  or  oiar 
total  population  lies  each  year  and  the  median  age  of  de§|,th 
is  approximately  thirty-eight.   It  is  e3ti:r.ated  that  approx- 
inately  two-fifths  of  those  deaths  oould  be  ]:ostPoned  by  the 
application  In  a  reasonaole  way  4Dd  to  a  reasonable  extent 
of  jfnowledge  now  available. 

(2)  It  is  e^^tioated  that  in  the  United  States  there  are 
constantly  about  thEee  million  persons  on  the  sick  list.  . 
The  application  of  available  health  knowledge  in  a  reason- 
able way  ani  to  a  reasonable  extent  could  probably  re luce 
this  number  nearly  one  Imlf . 

{$)   The  economic  loss  to  society  each  year  tlurough  deaths 
which  could  have  b-^en  postponed  is  probably  more  than  a  bil 
lion  and  a  third  dollard.   The  loss  of  earnings  annually  on 
the  score  of  preventable  illnews  is  probably  more  than  a 
half  billion  dollars.   When  there  is  added  to  these  figures 
the  cost  cf  medical  care  for  the  sick  which  might  with  rea- 
sonable precautions  have  oeen  avoided,  the  total  annual 
loss  for  the  country  is  estimated  at  over  two  bixlion  dol- 
lars—  over  one  hundred  dollars  for  each  ftimili'  in  the  coun- 
try."  1 

1     Principles  of  Secondary  Education,  Inglis  pp.  642 


67 


The  main  features,  then,  of  the  minimuin  requirements  of 
an  adequate  physical  education  program  are  as  follows: 

1.   A  full  realization  of  the  part  to  be  played  by  phy- 
sical education  in  helping  to  realize  the  objectives 
of  secondary  education. 

C,  Medical  Inspection  in  the  high  school  for  the  pur- 
pose of  keeping  in  good  running  order  the  human  mach- 
ine which  has  been  entrusted  into  the^  care  of  the 
high  school. 

3.  A  program  of  activities  which  wiJl  meet  the  needs, 
capacities,  and  Interests  of  every  boy  and  every  girl 
in  the  high  school. 

4.  Administration  of  the  program  by  men  and  women  who 
xanderstand  the  aims  of  educ^<.tion  both  frcin  the  point 
of  viev/  of  their  special  subject  and  from  the  stand- 
point of  secondary  and  other  education  in  the  bigger 
civic  and  social  aspects. 

6.  The  wise  and  honest  expenditure  of  money  enough  to 
put  this  program  in';o  effect. 


68 


BiTpliography 
Administration 

Rapeer,  L.  W.   School  Health  Administration 
Steven,  E.  Z.   Medical  Supervision  in  Schools 

Athletics 

Bancroft. and  Pulvennacher .   Handbook  of  Athletic  Games 
Ceouch,  y.   L.   Technique  of  Track  and  Pield  ^ents 
Collier,  Price.    The  Ethics  of  Athletics.  Forum,  Nov.  1901 
Earies.  Randolph.   Practical  -raining  for  Athletics,  Heallh 

and  Pleasure 
Eaunce,  W.  H.    Character  in  Athletics.  ?I.  E.  A.  Procedd- 

ings,  1904 
Gordon,  M.  K.   School  Athletics:   What  They  Are-What  They 

Should  Be.   IT.  ^.  a.  Proceedings,  1908 
Gordon,  m.  k.   The  Reform  of  School  Athletics.  Century. 

Jan.  1910 
Hetherington.  Clark  W.    Statement  for  a  National  Athletic 

Platform.   Phys .  Ed.  Review,  Nov.  1903 
Moore,  Harry.   Keeping  in  Condition 

Naismith,  J.    High  School  Athletics  and  Gyr^nastics.  Chap. 
XVII  of  Johnston,  C.  H.   (Editor}  The  Mod- 
ern High  School 


69 


Nichols,  E.  H.   Competitive  Athletics.   Am,  Phys-  M.  Re- 
view, Vol.  XIV.   pp.  589 
Reilly,  !Prederick  J.   New  national  Athletics  for  Boys  and 

Girls 
Roessmg,  Mrs.  "Frank.   Session  in  Athletics  for  Girls. 

Playground  Proceedings  and  Year  Book. 
Wade,  ■='rank  B.   On  the  "^^thical  Values  of  School  Athletics. 

Educational  Bi-monthly,  Dec.  1300 
Withington,  Paul.   Book  on  Athletics 

City  and  "^tate  Manuals  of  Thysical  "Rlducation 

California.   2fanual  of  Physical  Education 

Michigan.    Physical  Training  for  rhe  City  Schools 

Newark,  New  Jersey.   A  Course  of  Study  in  Physical  Trainirg 

for  the  Elementary  Schools 
New  York  City.   Syllabus  on  Physical  Training 
Philadelphia.   Course  of  Study  in  Physical  Training 
Rochester.   Syllabus  on  Physical  Training 

Gymnastics 

Anderson,  W.  G.   Best  Methods  of  Teaching  (gymnastics 

Anderson,  W.  G.   Light  Gymnastics 


70 


Anderson,  W^  r*.  Maniial  of  Fliysical  Training  for  Boys  and 

Girls 
Bancroft,  Jessie  H.   School  Gj'-mnastics,  Light  Apraratus 
Bolin,  J.    Wl-iat  is  Gymnastics? 
Bolin,  J.   ''vTiy  do  We  Teach  Gymnastics? 
Butterworth,  H.    Kow  to  Tumble 
tfcCurdj'^,  James  H.   Hygienic  BumlD-bell  Drills 
Rath,  Emil.   Apparatus,  Traclf  and  Field  Work  for  Women 
Skarstrom,  William.   The  Teaching  of  Gymnastics 
Stecher,  'V.  A.   Educational  Gymnastics 
Y.  'd.    C.  A.   Graded  Gymnastic  Exerces,   Cs,rds 

Hygiene 

Allen,  W.  H.   Civics  and  Health 

Ayers,  L.  P.   Open  Air  Schools 

Bigelow,  ri.  A.    Sex  "Sducation 

Bergerstein,  Lee.   School  Hygiene 

Dressier,  T?.  3.   School  Hygiene 

Exner,  M.   Rational  Sex  Life  for  Men 

Gulick,   Hygiene  Series 

Hill,  Hibbert  W.   The  New  Public  Health 

Hoag,  S.  B.    The  Health  Index  of  Children 


71 


Lyster,  Roliert  A.    School  Hygiene 

Lyster,  Robert  A.   textbook  of  Hygiene  for  Teachers 

Offner,  M.    Mental  Patigue 

Proceedings  of  the  American  School  Hygiene  Association 

Proceedings  of  the  various  International  Congresses  on 

School  Hygiene 
Pjrle.  Walter  L.   A  Manual  of  Personal  Hygiene 
Rapeer,  L.  W.   Educational  Hygiene 
Tenaan,  L.  M.   The  Hygiene  of  the  School  Child 


Measurements  and  T'Tonna 

Baldwin,  B.  T.   Pliysical  Growth  and  School  Progress 

Physiological  Age 
Physical  Efficiency  Tests  During  Adolescence 
Anthropometry 

A  Study  o^  Physical  Growth  and  School 
Standing  of  Boys 
Whipple,  G.  M.   Physiology  and  Hygiane  of  Adolescence 
Hastings,  ^'illian  W.   A  Lianual  of  Physical  Measurements 


Cr sunpt  on ,  G .  7/ . 
licCurdy,  J.  H. 
Seaver,  J.  W. 
Stewart,  H.  F. 


Medicnl  Inspection 

Cornell,  W.  S.   Health  and  Medical  Inspection  of  School 

Chi idren 


72 


Giilick  and  Ayers.   "Sledioal  Inspection  of  Schools 

Hoag,  1?.  B.   Health  Index  o*"  Children 

Newinayer,  S.  'V.  Medical  and  Sanitary  Inspection  cf  Schools 

Out-o^  School  Activity 
Boy  Scouts '  Handbook 
Campfire  Girls'  Handbook 
Carpenter,  W.  s.  winter  Camping 
Corsan,  G.  K.   At  Home  in  the  Water 
Gibson,  R.  W.   namping  for  Boys 
Gbss,  G.  ^,   yi^e  Saving 
Kephart,  H.   Camp  Cookery 

Play 

Adams,  Jane.    The  Spirit  of  Youth  and  the  City  Streets 

American  Sports  Pub.  Co.    Indoor  and  Outdoor  Gaices 

Angell,  E.  D.    Play 

Bancroft,  Jessie  H.   G^ies  for  Playground,  House,  School, 

and  Gymnasium 
Bancroft  and  Pulver-racher .   Handbook  of  Athle^-ic  Games 
Bowne ,  W.    Teaching  Play 

Brown,  John.    Outdoor  Athletic  Test  for  Boys 
Burchenal,  "Fllizabeth.    Folk  Dances  and  Sinring  Games 


73 


Burcheftal,  "Elizabeth.   Dances  of  the  People 
Barchenal,  "Elizabeth.'   American  Country  Dances 
Chalif  Textbook  of  Dancing.   Vols.  I  and  II   (C^-alif  Nor- 
mal School  of  Ifencing,  New  York) 
Cqles,  Alice  H.  G.   Old  ©nglish  Country  Dances 
CraEpton,  C.  Ward.    The  "Folk  Dance  Book 
Crawford,  Carolina.   Folk  T}9.rices  and  Games 
Curtis,  H.  S,   "'''ducation  through  Play 
Curtis,  H.  3.  The  Practical  Conduct  6f  Play 
Curtis,  H.  S.   Play  and  Recreation 
De  Groot,  E.  B.   Playground  F-quiprrent 
Dier,  J.  C.   Book  of  Winter  Sports 
Gilbert,  Melvin  Ballou.   School  Darces 

Hinman,  Mary.    Vol.  I  Solo  Dances  (Clogs,  Nursery  Rhymes 

Folk  De.nces,  Gywria.stic  Ifences,  etc 
used  for  group  purposes.) 
Vol.  II  Couple  Dances   (Folk  Dances) 
Vol.  Ill  R^'ng  Dar.ces  (Singing  Ganes  and 

To  Ik  De.nces 
Vol.  IV  Group  Dances  (Folk  and  I  terpre- 
tQtive) 
Johnson,  George  F.   What  to  Do  at  Recess 
Johnson,  George  E.   Education  by  Plays  and  Gaines 


J 


74 


Kimnins,  G.  T.   Guild  of  Play  Book  of  Festivals  and  Dances 

Lee,  Joseph.    Play  in  'Rducation 

New  York  City.   Rules  of  the  PuIdIIc  Schools  Athletic 

League 
Parsons,  Belle  B.   Plays  and  Games  for  Indoor  and  Outdoor 

Gaines 
Physical  Education  Review.    150  Gymnastic  Gaines 
Rath,  Emil.    I.   Esthetic  Dancing 

II.  Gymnastic  Dancing  for  Girls  and  Womens 
Classes 
Rochester,   Rules  of  the  ytoateur  Athietic  Federation 
Stecher,  W.  A.   A  Guide  to  Track  and  Field  Work,  Contests, 

and  Kindred  Activities 
Wellesley  College.   One  Hundred  and  Fifty  Gymnastic  Games 
Wrightson,  Hilda  A.   Gsones  and  Exercises  for  Mental  Defe- 

tives. 

Posttire  and  Correction 

Bancroft,  Jessie  H.  The  Posture  of  School  Children 

Lovett,  Rohert  W.   Lateral  Curvature  of  the  Spire  and  Roiind 

Shoulders 
McKenzie,  R.  Tait.   Reclaiming  the  Maimed 


75 


Posse,  Nils.   Kinesiology  of  Educational  Gymnastics 
Posse,  Nils.   The  CSiief  Characteristics  of  Swedish  SysteE 

of  Gymnastics. 
Skarstrom,  Williani.   Gymnastic  Kinesiology 
Wide,  Anders.   Handbook  of  Medical  and  Orthopaedic  Gym- 
nastics . 


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